Dorchester School District Two Goals-Based Evaluation Process
(The following information reflects state regulations for Goals-Based Evaluation)
Purpose:
The purpose of the Goals-Based Evaluation (GBE) is to promote continuous self-directed
professional development. The primary role of the supervisor is to facilitate, not control,
the GBE process.
Eligibility:
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Continuing contract educators must be evaluated every year on a formal or
informal (GBE) process.
Continuing contract teachers, speech therapists, counselors, or media specialists
are eligible for GBE at the discretion of the district. Participation in the GBE
process is contingent upon satisfactory performance of the employee.
If performance weaknesses are identified during the year, a formal evaluation
may be recommended for the following school year. The employee must be
notified in writing on or before April 15 and specific reasons that relate to
weaknesses on one or more of the ADEPT Performance Standards must be
identified.
In Dorchester District Two, new continuing contract employees are evaluated
using a modified formal process their first year in the district and are eligible for
GBE the following year.
Educators who hold certification from the National Board for Professional
Teaching Standards are not exempt from evaluation requirements.
Annual contract employees who have successfully completed the formal
evaluation process during a previous annual year are eligible to participate in
GBE at district discretion. (This applies mainly to PACE and international
teachers.)
Cycle:
The intent is to coordinate the GBE cycle with the validity period of the educator’s
professional SDE certificate. Therefore, the maximum cycle will be five years. Some
eductors may have shorter GBE cycles as a result of the number of years remaining on
their five year validity period.
GBE Goals:
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Types
Teachers performing at expected levels will develop Research Development GBE
Goals. These goals are designed to encourage teachers to grow professionally by
participating in relevant and meaningful self-directed learning experiences and by making
significant contributions to the profession. The Competence-Building GBE process is
appropriate for GBE teachers whose documented performance is below the level
expected in terms of the ADEPT Performance Standards. School-based administrators
may move a teacher from Research and Development GBE to Competence Building GBE
whenever below standard performance is documented.
The Assistance Based
Professional Growth and Development Plan used for Annual Diagnostic teachers may be
used for Competence-Building GBE.
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Requirements
Within the 5 year cycle the educator’s goals must meet the following cirteria:
 Each goal must be aligned to one or more ADEPT Performance Standards.
 Each goal must be stated in terms of change or improvement over time.
 At least one goal must be stated in terms of the teacher’s influence on students
(e.g., improved behavior, improved attitude, increased achievement).
 If performance weaknessees in terms of APS’s have been identified, one or more
goals must address these weaknesses.
 One or more goals must be supportive of any objectives in the district strategic
plan and/or the educator’s school renewal plan.
 The educator must pursue one or more goals each year for the five-year GBE
cycle. If all goals are completed early, the educator must develop new goals to
cover the remaining years of the cycle. The educator may not work on more than
three goals during any one year.
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Process: (See Goals-Based Planning Document and Professional Growth/Development
Plan)
 Prior to the beginning of the evaluation cycle, the educator must reflect upon
his/her professional needs and interests and use these as a basis for drafting a
five-year professional growth and development plan. (See DD2 planning sheet.)
The Professional Growth and Development Plan should be completed for the
current year’s targeted goal(s). Educators are encouraged to work collaboratively
with other educators whenever possible.
 After drafting the plan, the educator must meet with his or her supervisor to
discuss the proposed goals, make any needed modification, and ensure that all the
requirements outlined in the above section are met.
 For each goal targeted for the current year, the educator and supervisor must
agree upon
o the timeline for each goal;
o the appropriateness of the goal for the certificate renewal process
(subject to district level credit approval);
o the types of evidence required to verify annual progress and overall
accomplishment; and
o the level of perfomance required to determine satisfactory annual
progress and overall goal accomplishment.
 During the planning session, the supervisor should remind the teacher that
identified weaknesses relating to the ADEPT Performance Standards may result
in an educator being placed on modified formal or formal evaluation.
 The professional growth and development plan becomes effective upon the
signature of both the educator and his supervisor.
Changes in the educator’s professional performance, work-related responsibilities,
and /or professional aspirations, as well as advancements in the profession itself, may
be expected. The document may be ammended as deemed appropriate.
Yearly GBE Reviews:
 The educator must prepare the agreed-upon evidence of progress toward the
current targeted goal(s) and must submit the evidence to the supervisor prior to
March 15th of that year.
 The supervisor must review the evidence, prepare a written summary and
recommendations, and meet with the educator for an annual review of
performance and progress no later than April 15. At the meeting the supervisor
and educator will review the evidence for the targeted goal(s) and discuss the
recommendations:
o If GBE is to be continued the following year, the targeted goal(s) must be
identified. Amendments may be discussed by the educator or supervisor
at this time and agreed upon.
o If performance weaknesses are identified but a modified formal or formal
evaluation is not recommended, goals must be developed or amended to
address these weaknesses.
o If performance weaknesses are identified and a modified formal or
formal evaluation is being recommended, the teacher must be notified in
writing on or before April 15. The written notification must include a
clear reason that relates to weaknesses in one or more of the ADEPT
Performance Standards.
Classroom Observations:
o Administrators should conduct a minimum of one classroom walkthrough per year.
Evaluating and Improving the Goals-Based Process:
o The Coordinator of Teacher Evaluation will ask for administrator
feedback following implementation and will review teacher feedback
noted on the GBE review.