Overview of the New Massachusetts Educator Evaluation Framework

Opening Day PresentationAugust 26, 2013

Five Step Evaluation Cycle

Continuous Learning

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Massachusetts Department of Elementary and Secondary EducationRevised 10/15/2011

All evaluations are based on a 5-step cycle1. Self-Assessment

Alone and in teams educators reflect on and assess their professional practice, analyze the learning, growth, and achievement of their students, and prepare to propose goals for their Educator Plan.

2. Analysis, Goal Setting, and Plan DevelopmentEducators meet with their evaluators to review self-assessments, jointly analyze students’ learning, and develop team and/or individual goals and a plan that encompass both practice and student learning.

3. Implementation of the PlanEducators implement the action steps outlined in their plan and engage in professional development and support needed to be successful. Educator and evaluator collect evidence regarding practice and student learning to inform progress.

4. Formative Assessment/EvaluationEvaluator and educator review educator’s progress toward goals and/or performance against standards. Evaluator issues formative performance ratings.

5. Summative EvaluationEvaluator assesses the educator’s performance against the standards, attainment of student learning goals, and attainment of professional practice goals. Evaluator determines overall summative rating using the 4-point rating scale and student learning impact rating using the 3-point scale.

Massachusetts Department of Elementary and Secondary Education

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The framework establishes four standards of practice, with supporting rubrics defining

four levels of effectiveness

Principals & Administrators

Teachers

Instructional Leadership*

Management and Operations

Family & Community Partnerships

Professional Culture

Curriculum, Planning & Assessment*

Teaching All Students*

Family & Community Engagement

Professional Culture

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Massachusetts Department of Elementary and Secondary Education

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4 Standards and Indicators of Effective Teaching 4 Standards and Indicators of Effective Teaching PracticePractice

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. ProfessionalCulture

A.Curriculum and Planning

B. Assessment

C. Analysis

A. Instruction

B.Learning Environment

C.Cultural Proficiency

D. Expectations

A. Engagement

B. Collaboration

C. Communication

A. Reflection

B. Professional Growth

C. Collaboration

D. Decision-making

E. Shared Responsibility

F. Professional Responsibilities

Educators are rated on each standard based on evidence from the following sources:

• Judgments based on the evaluator’s observations (at least one unannounced) and review of artifacts of professional practice

• Multiple measures of student learning, growth, and achievement*– Classroom assessments aligned with the MA Curriculum Frameworks

comparable within grades or subjects in school– Student progress on learning goals set between the educator and evaluator– State-wide growth measure(s) where available including MCAS Student

Growth Percentile and MEPA gains– District-determined measures comparable across grade or subject district-

wide

• Collection of additional evidence that informs performance on the standards, including feedback from students and staff, and, possibly, parents

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Massachusetts Department of Elementary and Secondary EducationRevised 10/15/2011

Educators earn two separate ratings

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Massachusetts Department of Elementary and Secondary EducationRevised 10/15/2011

Districts are required to determine how to recognize and reward educators whose summative rating is exemplary and rating of impact on student learning is high or moderate

Types of Plans

• Developing Educator Plan: One school year or less, developed by the educator and evaluator for:

– Administrators in the first three years in a district– Teachers without Professional Teacher status– Educators in a new assignment (at the discretion of the evaluator)

• Self-Directed Growth Plan: Developed by the educator for:– Experienced educators rated proficient or exemplary with moderate or high

rating for impact on student learning (two-year plan)– Experienced educators rated proficient or exemplary with low rating for

impact on student learning, with goals focused on the inconsistency and supervisor review (one-year plan)

• Directed Growth Plan: One school year or less developed by the educator and the evaluator for:

– Educators who are in need of improvement

• Improvement Plan: At least 30 calendar days and no more than one school year, developed by the evaluator for:

– Educators who are rated unsatisfactory, with goals specific to improving the educator’s unsatisfactory performance

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Massachusetts Department of Elementary and Secondary EducationRevised 10/15/2011

EVALUATION CALENDAR (One-Year Plans**)

Activity: Completed By: (School day

number)

School Calendar Dates

(2012-2013 Dates used as example)

Superintendent, principal or designee meets with evaluators and educators to explain evaluation process

15th

school daySeptember 19

Evaluator meets with first-year educators to assist in self-assessment and goal setting processEducator submits self-assessment and proposed goals

25th October 3

Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year)

35th October 18

Evaluator completes Educator Plans 45th November 1

Evaluator should complete first observation of each Educator 55th November 19

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)* or four weeks before Formative Assessment Report date established by Evaluator

80th January 4

Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans 100th February 4

Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator 110th February 25

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)*or 4 weeks prior to Summative Evaluation Report date established by evaluator

130th March 25

Evaluator completes remaining required observations of each Educator 140th April 9

Evaluator completes Summative Evaluation Report 150th April 30

Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory 160th May 14

May 29

Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator 170th May 29

Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt 170th May 29

Educators with PTS on Two Year Plans

Activity:Completed By:

Evaluator completes unannounced observations) Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report June 1 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any June 1 of Year 1

Evaluator completes Summative Evaluation Report 150th day of Year 2

Evaluator conducts Summative Evaluation Meeting, if any 170th day of Year 2

Evaluator and Educator sign Summative Evaluation Report 170th day of Year 2

Next Steps

• Become familiar with the new Teacher Evaluation contract language

• Full day professional development September 20th at Middle School to do self-assessment and develop Smart Goals