EDUCATOR EVALUATION
New Regulation adopted on June 28, 2011
N EW E VALUATION S YSTEM
FOR T EACHERS
• In August, 2010, a task force was convened with the goal of
recommending a new model to evaluate Massachusetts teachers and
administrators. Task force members included NEA, MTA, Teachers,
Administrators, Superintendents, and other professionals.
• The task force consisted of 40 members, and they delivered a
recommendation in March, 2011.
• The Board of Education met over the next several months, held
a public hearing and voted on new educator regulations.
W HAT D OES T H I S M E A N
YOU?
FOR
• All teacher evaluations in Massachusetts must be revised to
meet new regulations.
• Administration and teacher associations must
collaboratively develop teacher evaluation changes. Our
choices are:
1. Adapt model DESE plan
2. Adopt model DESE plan
3. Revise current teacher evaluation pursuant to
regulations.
5 Step Evaluation Cycle
Continuous
Learning
All Phase I evaluations are based on a 5-step
cycle
1.
Self-Assessment - Educators reflect on and assess their professional practice.
2.
Analysis, Goal Setting, and Plan Development - Educators meet with their evaluators to
review self-assessments, develop goals and a plan.
3.
Implementation of the Plan - Educators implement the action steps outlined in their
plan and engage in professional development and support needed to be successful.
4.
Formative Assessment/Evaluation - Evaluator and educator review educator’s progress
toward goals by observations (at least one unannounced). Evaluator
issues formative performance ratings.
5.
Summative Evaluation - Evaluator assesses the educator’s performance
against the standards and progress on professional practice goals.
Evaluator determines overall summative ratings using the performance
ratings.
P ERFORMANCES S TANDARDS
OLD Principles of Effective Teaching
 Currency in the Curriculum
 Effective Planning & Assessment of
Curriculum & Instruction
 Effective Management of Classroom
Environment
 Effective Instruction.
 Promotion of High Standards &
Expectations for Students
Achievement.
 Promotion of Equity & Appreciation
of Diversity
 Fulfillment of Professional
Responsibilities
NEW Principles of Effective Teaching
 Curriculum, Planning & Assessment
 Teaching All Students
 Family & Community Engagement
 Professional Culture
PERFORMANCE RATINGS
Exemplary: shall mean that the educator’s performance consistently &
significantly exceeds the requirements of a standard or overall.
Proficient: shall mean that the educator’s performance fully & consistently meets
the requirements of a standard or overall.
Needs Improvement: shall mean that the educator’s performance on a standard or
overall is below the requirements of a standard or overall, but is not considered
to be unsatisfactory at this time. Improvement is necessary
& expected.
Unsatisfactory: shall mean that the educator’s performance on a
standard or overall has not significantly improved following a rating
of needs improvement, or the educator’s performance is consistently
below the requirements of a standard or overall and is considered
inadequate or both.
Rubrics For Each Standard Have Been Created
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.
I-A.
Elements
I-A-1.
Subject
Matter
Knowledge
Unsatisfactory
Demonstrates limited
knowledge of the subject
matter and/or its pedagogy;
relies heavily on textbooks or
resources for development of
the factual content. Rarely
engages students in learning
experiences focused on
complex knowledge or skills in
the subject.
Needs Improvement
Demonstrates factual
knowledge of subject matter
and the pedagogy it requires
by sometimes engaging
students in learning
experiences around complex
knowledge and skills in the
subject.
Proficient
Exemplary
Demonstrates sound
knowledge and understanding
of the subject matter and the
pedagogy it requires by
consistently engaging
students in learning
experiences that enable them
to acquire complex knowledge
and skills in the subject.
Demonstrates expertise in
subject matter and the
pedagogy it requires by
engaging all students in
learning experiences that
enable them to synthesize
complex knowledge and skills
in the subject. Is able to model
this element.
A Plan For Everyone…
 All educators in their first three years:
Development Plan (one year)
 Performance rated as proficient or exemplary:
Self-directed Growth Plan (one or two years)
 Performance rated as in need of improvement:
Directed Growth Plan (up to one year)
 Performance rated as unsatisfactory:
Improvement Plan (up to one year)
Where Are We Now?
The evaluation committee has been formed. The
members are:
Administration
1.
2.
3.
4.
5.
Sheila Muir – Assistant
Superintendent
Cindy Fensin – Human Resources
Manager
Sue Musnicki – Principal
Trisha Worthington – Principal
Jason Gilmartin – Assistant
Principal
Teachers
1.
2.
3.
4.
5.
Chris Carlson – ElementaryTeacher
Dot Verheyen-Cudjoe – Social
Studies Teacher
Matt Shorten – Special Needs
Teacher
Anne Skrzypczak – Speech &
Language Pathologist
Danielle Stankaitis – Math Teacher
And…
The committee is receiving professional development through:
a)DESE
b)Consult with MTA
c)Gathering information through other districts
& professionals.
The committee is meeting once a month and our
first meeting was held on
Wednesday, January 25, 2012.
Where Are We Going?
PHASE I
Fully developed by DESE and piloted in various districts, which is the new
performance standards, ratings and rubrics. Must be in place by September
2012.
PHASE II
Use of student achievement data (2 year trends only). Guidelines and
expectations are under development.
PHASE III
Use of student feedback. (Feasibility of parent feedback still being
studied by DESE).
What do we do next?




Teacher survey
MTA presentation planned in the near future
Monthly meeting of the evaluation committee
Regular updates for the faculty
How do I learn more?
Visit the DESE educator evaluation website:
www.doe.mass.edu/edeval
And Finally…
The sentiment of the committee is to:
 Carefully examine what we currently have.
 Keep as much as possible that is working.
 Change what is not working.
 Meet mandated regulations.