Item
Performance Standards
Quabbin
7 Principles of Effective
Teaching
New Evaluation Regulations
4 Performance Standards

Curriculum, Planning and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture
For additional information refer to section 35.03: Standards and Indicators of Effective Teaching Practice in Evaluation of Educators Regulations http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all
Performance Levels
Goal Setting
Meets/Needs Improvement Exemplary/Proficient/Needs Improvement/Unsatisfactory
as defined by rubrics

Exemplary shall mean that the educator's performance consistently and significantly exceeds the requirements of a standard or overall.

Proficient shall mean that the educator's performance fully and 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 and 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
Informal Formal Goal Setting with monitoring system

Professional goals linked to school and district goals much like IPDP goals

Team goals are encouraged
For additional information refer to section 35.06: Evaluation Cycle part 3 in
Evaluation of Educators Regulations http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all

Rubrics None
Unannounced Observations
Plans
Walkthroughs
Improvement Plan
Use of Student Achievement Data None
Use of Student/Parent Feedback None
Required
For additional information refer to Mass Model System for Educator
Evaluation – Part III Guide to Rubrics and Model Rubrics http://www.doe.mass.edu/edeval/model/
Required unannounced observations and frequent short observations
(announced observations are optional)
Plans for everyone
 Developing Educator Plan shall mean a plan, developed by the educator and the evaluator for one school year or less for a teacher without Professional Teacher Status; or, at the discretion of an evaluator, for an educator in a new assignment.
 Self-directed Growth Plan shall mean a plan of one or two school
 years for experienced educators who are rated proficient or exemplary, developed by the educator.
Directed Growth Plan shall mean a plan of one school year or less for
 educators who are in need of improvement, developed by the educator and the evaluator.
Improvement Plan shall mean a plan of at least thirty calendar days and no more than one school year for educators who are rated unsatisfactory, developed by the evaluator with goals specific to improving the educator's unsatisfactory performance.
Required (in 2013-14)
Exact requirements are still under development – student growth “trends” over at least a two year period may be used as one of multiple measures
For additional information refer to section 35.09: Student Performance
Measures and section 35.07: Evidence Used in Evaluation in Evaluation of
Educators Regulations http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all
Required (in 2013-14)
Exact requirements are still under development
For additional information refer to section 35.07: Evidence Used in
Evaluation part 1.c.2 in Evaluation of Educators Regulations http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all

Reported to DESE
Professional Teacher Status
None
No criteria identified in document
Performance levels by teacher reported to DESE
For additional information refer to Mass Model System for Educator
Evaluation – Part I District-Level Planning and Implementation Guide –
Appendix F http://www.doe.mass.edu/edeval/model/
Must be proficient in all 4 performance standards to earn PTS
For additional information refer to section 35.08: Performance Level Ratings
Part 6 http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all
For additional detailed information about the new teacher evaluation regulations and the DESE model teacher, principal and superintendent evaluation system , please review:

The regulations at http://www.doe.mass.edu/lawsregs/603cmr35.html?section=all

The model system documents at http://www.doe.mass.edu/edeval/model/

Frequently asked questions at http://www.doe.mass.edu/edeval/faq.html?section=R
RTTT Districts (Quabbin is one) have an advantage in that they can implement in phases

Must implement Phase I (use of the 4 performance standards, four performance levels and goal setting) by fall of 2012

Must implement use of educator impact on student learning (Phase II) and use of student and staff feedback (Phase III) by fall of 2013
Non RTTT districts must implement all Phases I, II and III at the same time by fall of 2013