PROFESSIONAL LEARNING TEAM REPORT
2011-2012
PLT Title
Belmont and the Massachusetts Teacher Evaluation System
Blurb for PLT Conference Brochure
Over the course of the past year, the Teacher Evaluation LLT has explored, discussed and analyzed the
DESE’s new “Model System” of teacher evaluation. This work has laid the groundwork for a joint-task
force of BPS administration and BEA leadership charged with making recommended changes to the
“Handbook for Evaluation of Unit A Personnel” in the Unit A Contract. In addition to its review of the
Model System, the Evaluation LLT has conducted surveys of the districts identified as early adopters
by the DESE regarding their experiences with the Model System, examined software developed to
assist in the management of artifacts generated in the by the evaluation process, and identified a list
of documentation that could be used by teachers as evidence of proficiency in the Standards and
Indicators of Effective Teaching Practice.
Contact Information (Write * next to facilitator’s name.)
Name
School
Michael Harvey
BHS
Jim Davis
Director
Colleen Foley
Director
Deb McDevitt
Director
Bill Pappazisis
Director
Mary Pederson
Director
Rosemary Peterson
Director
David Smokler
BHS
Grade Level or Subject
Principal
Athletics, Health and PE
Foreign Language
Social Studies
Visual and Performing Arts
Human Resources
Nursing
Asst. Principal
Guiding Theme
Differentiated Instruction/RTI
Integrated, Real-Life Experiences
Acquisition of 21st Century Skills
Deepening Teacher Content Knowledge
Improving School Climate/Culture
Teaching the “Whole Student”
X Other (explain) This project connects to goal 5 of the 18 month improvement plan—“Evaluate
current systems for effectiveness to support a diverse and high performing professional
workforce—implement changes to measurably improve employment practices including selection,
retention, and professional development.
Inquiry Question
How do we create a teacher evaluation system that incorporates the DESE framework and the BPS
commitment to continuous improvement in teaching and student learning?
Process
 Conduct surveys of the districts identified as early adopters by the DESE regarding their
experiences with the Model System,
 Examined software developed to assist in the management of artifacts generated in the by the
evaluation process, and
 Identify a list of documentation that could be used by teachers as evidence of proficiency in the
Standards and Indicators of Effective Teaching Practice.
Findings
 Adoption of the DESE Model System seems to be the most popular method among school
systems that did not already have a rubric-based evaluation system in place and were still
following the Saphier Model of Teacher Evaluation.
 Most software packages developed to assist with implementation of Model System were very
rudimentary or were developed for other states and adopted to fit Massachusetts’ Model.
 There are many different ways that teachers can demonstrate proficiency in a specific standard.
The list developed by the LLT is attached to this document.
Recommendations / Next Steps
 Implement full adoption of DESE Teacher Evaluation System for a one year pilot program.
 Continue meetings of Joint-Task Force of BPS Administration and BEA Representatives to share
feedback from teachers and administrators regarding the adoption of the model system
 Decide on changes for the second year of implementation of the system.
 Identify appropriate technological systems to assist in the creation of a teacher portfolio.
List of Examples of Evidence for Each Standard
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and
growth of all students by providing high-quality and coherent instruction, designing and
administering authentic and meaningful student assessments, analyzing student performance
and growth data, using this data to improve instruction, providing students with constructive
feedback on an ongoing basis, and continuously refining learning objectives.
Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of
child development and how students learn, and designs effective and rigorous standards-based
units of instruction consisting of well-structured lessons with measurable outcomes.
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Collection of grade level lesson and unit plans
Video recording of an actual lesson and or lessons by the educator
Documentations such as check list, pre & post assessment tools, inquiry questions, etc.
that identifies the connection to both the State standard & BPS Benchmark it is targeted
to.
Daily plan book with self reflective feedback notes on how the lesson went, adjustments
that need to be made, student’s readiness to learn, for each section / class.
Active participation in department curriculum review/ development work & discussion
Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to
measure student learning, growth, and understanding to develop differentiated and enhanced
learning experiences and improve future instruction.
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Formative Assessment : Collection of anecdotal records, periodic quizzes or essays,
diagnostic tests and in-class or homework assignments
Summative Assessment: Collection of various unit tests, department exams, position
paper, final project
Selected Response Assessment: Multiple choice, fill-in-the-blank, matching and
true/false questions
Constructed Response Assessment: Students to generate their own response rather
than selecting a single response from several possible ones
Performance Assessment
Portfolio Assessment
Observational Assessment
Indicator I-C. Analysis: Analyzes data from assessments, draws conclusions, and shares them
appropriately.
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MCAS scores and related lesson plans to address low areas
Agendas for meetings where student work was analyzed
Assessments- original and one with modifications if the results on the first assessments
were not desired
Any emails sent to colleagues or families discussing student results on assessments and
appropriates supports and or strategies to help improve student progress
A meeting schedule for times dedicated to share and analyze students work and draw
conclusions
Progress report print-outs with constructive advice to improve student performance
Standard II: Teaching All Students. The teacher promotes the learning and growth of all
students through instructional practices that establish high expectations, create a safe and
effective classroom environment, and demonstrate cultural proficiency.
Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding
content and quality of effort and work; engage all students; and are personalized to
accommodate diverse learning styles, needs, interest, and levels of readiness.
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Course policies sheet with expectations for quality of work and student engagement
Copies of assessments that provide exemplars
Rubrics for assignments
Rubrics for participation and effort
Examples of reward systems (to motivate and promote student engagement)
Lesson plans which demonstrate a variety of instructional strategies
Examples of projects or larger assignments that have instructions broken down
Examples of a variety of assignments that provide many different opportunities for
students of various learning styles, needs, and interest to demonstrate their knowledge.
Indicator II-B. Learning Environment: Creates and maintains a safe and collaborative learning
environment that motivates students to take academic risks, challenge themselves, and claim
ownership of their learning.
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Classroom expectations for student behavior
Rubric / guidelines for class participation
Rubric / guidelines for group work
Student reflections on their work
Teacher uses strategies such as "turn and talk" "think, pair, share"
Student goal setting activities
Survey results from students (beginning and end of year) regarding classroom climate
and learning.
Indicator II-C. Cultural Proficiency: Actively creates and maintains an environment in which
students’ diverse backgrounds, identities, strengths, and challenges are respected.
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Classroom expectations for student behavior
Activators that draw on students' background and identities
Classroom conflict resolution guidelines
Survey results from students (beginning and end of year) regarding classroom climate
and learning.
Participation in a workshop or class that expands teachers' knowledge of students’
diverse backgrounds, identities, strengths, and challenges are respected.
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Integrating students' backgrounds into the curriculum through classroom visitors,
lessons or projects.
Indicator II-D. Expectations: Plans and implements lessons that set clear and high expectations
and also make knowledge accessible for all students.
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Lesson plans contain clear objectives.
Walkthroughs note teachers begin lessons by presenting objectives to students.
Lesson plans demonstrate a level of rigor that is appropriate for age/grade level of
students.
Teacher attends a workshop on differentiation of instruction.
Teacher takes a graduate course on educating students with learning difficulties.
Standard III: Family and Community Engagement. The teacher promotes the learning and
growth of all students through effective partnerships with families, caregivers, community
members, and organizations.
Indicator III-A. Engagement: Welcomes and encourages every family to become active
participants in the classroom and school community.
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Teacher writes a welcome letter to all families in class in September.
Teacher keeps a log of parent volunteers in the classroom.
Teacher writes a personal note to families inviting them to conferences, or other specific
classroom events.
Teacher identifies families whose primary language is not English and makes
arrangements for communications to be sent in their native language.
Teacher keeps a phone/email log of positive contact with parents.
Indicator III-B. Collaboration: Collaborates with families to create and implement strategies for
supporting student learning and development both at home and at school.
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Through a weekly published e-newsletter, the teacher provides parents with upcoming
major learning goals in each of the core subjects, homework assignments, and
suggested resources that parents can use at assist and enhance learning at home.
Provide regular one-on-one feedback to parents of children with disabilities or who have
limited English proficiency with specific content or skills-based resources, strategies for
completing assignments that address the specific needs of the student.
Use Edline to post weekly learning objectives, assignments, and resources for parents
that can be used at home with the student.
Develop a blog to enhance communication between the classroom and home that
provides the teachers with an opportunity to connect with parents about curriculum,
classroom happenings and resources, and provides parents with an opportunity to ask
questions, and share their resources, and “things that work in my house” with other
parents in the class.
Regular phone calls home to discuss individual student’s progress and needs.
Indicator III-C. Communication: Engages in regular, two-way, and culturally proficient
communication with families about student learning and performance.
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Maintain a log and collection of emails to individual parents that demonstrate frequent
and regular communication home.
Survey parents on communication style, clarity and substance of communication; show
how the results were used to inform the teacher’s practices relative to this indicator.
Video record a sampling of parents conferences; analyze for communication style,
clarity and substance, and perhaps invite a colleague to provide you with some
analytical feedback; re-record to demonstrate improvement relative to the indicator.
Standard IV: Professional Culture. The teacher promotes the learning and growth of all
students through ethical, culturally proficient, skilled, and collaborative practice.
Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s
own practice, using informal means as well as meetings with teams and work groups to gather
information, analyze data, examine issues, set meaningful goals, and develop new approaches
in order to improve teaching and learning.
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Teacher develops SMART Goals through the Evaluation System.
Teacher keeps a journal documenting progress in achieving SMART Goals.
Teacher creates a “data binder” of student assessment data.
Grade/subject area teams conduct data analysis meetings and develop student learning
goals based on the deficiencies identified in the data.
Teacher documents Professional Learning Team progress towards achieving a student
learning goal.
Indicator IV-B. Professional Growth: Actively pursues professional development and learning
opportunities to improve quality of practice or build the expertise and experience to assume
different instructional and leadership roles.
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Participation in a state-approved Leadership Licensure Program.
Successful completion of graduate courses in teaching pedagogy.
Successful completion of a Professional Learning Team project.
Documentation of attendance at a national, state or local conference.
Documentation of supervision of a student teacher.
Documentation of serving as a mentor for a new teacher.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.
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Teacher keeps a log of grade/subject level team meetings.
Teacher keeps a portfolio of group-developed lesson plans.
Surveys of members of teacher’s PLT reflect positive collaboration.
Indicator IV-D. Decision-Making: Becomes involved in school-wide decision making, and takes
an active role in school improvement planning.
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Teacher joins School Advisory Council and keeps a log of meetings.
Teacher volunteers for school-wide task force groups and keeps a log of meetings.
Indicator IV-E. Shared Responsibility: Shares responsibility for the performance of all students
within the school.
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Copies of discipline referrals to demonstrate consistent enforcement of school behavior
expectations.
Demonstrated participation in groups of teachers looking at student work to determine
benchmarks for learning expectations.
Proof of use of report card comments that refer to the learning goals of the school and
district.
Copies of common assessments aligned to specific learning expectations.
Copies of feedback given to students that align with school-wide learning expectations.
Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine
responsibilities consistently.
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Written evaluation reports from directors/supervisors.
Attendance data.
Copies of course expectation sheets that refer to integrity, honesty, or fairness.
Written reflection about judgment using a specific example that demonstrates good
judgment and ethics.
Completed training on ethics for public employees.