Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A) Multiple measures of student learning, growth, and achievement, which shall include:
i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.
iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.
iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility.
B) Judgments based on observations and artifacts of practice including:
i) Unannounced observations of practice of any duration.
ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.
iii) Examination of Educator work products.
iv) Examination of student work samples.
C) Evidence relevant to one or more Performance Standards, including but not limited to:
i) Evidence compiled and presented by the Educator, including :
(a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;
(b) Evidence of active outreach to and engagement with families;
ii) Evidence of progress towards professional practice goal(s);
iii) Evidence of progress toward student learning outcomes goal(s).
iv) Student and Staff Feedback – s...
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Administrator:
A. Multiple measures of student learning, growth, and achievement, which shall include: Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required. Measures of student progress and/or achievement toward student learning goals set between the Administrator and Evaluator for the school year or some other period of time established in the Educator Plan. The appropriate measures of the Administrator’s contribution to student learning, growth, and achievement shall be set by the district. The measures set by the district should be based on the Administrator’s role and responsibility.
B. Judgments based on observations and artifacts of practice including, but not limited to: Unannounced observations of practice of any duration. Examination of Administrator work products. Examination of student and educator work samples.
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. Multiple measures of student learning, growth, and achievement, which shall include:
i. Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA); and / or
iii. District-determined Measure(s) of student learning comparable across grade or subject district-wide.
iv. Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.
v. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility.
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
a) Multiple measures of student learning, growth, and achievement, which shall include:
i) Mutually agreed upon measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. Statewide growth measure(s) where available, including MCAS Student Growth Percentile (SGP) and the Massachusetts English Proficiency Assessment (MEPA) gain scores, and
iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.
iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement mutually agreed upon. The measures should be based on the Educator’s role and responsibility.
b) Observations and artifacts of practice including:
i.) Unannounced observations of practice of at least 10 minutes and such length of time shall be noted in the observation write up.
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A) Multiple measures of student learning, growth, and achievement, which shall include:
i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or \ subjects in a school;
ii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.
iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, achievement shall be based on the Educator’s role and responsibility.
B) Judgments based on observations and artifacts of practice including:
i) Unannounced observations typically will be a minimum of 8-10 minutes.
ii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.
iii) Examination of Educator work products. iv) Examination of student work samples.
C) Evidence relevant to one or more Performance Standards, including but not limited to:
i) Evidence compiled and presented by the Educator, including : (a) Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Administrator:
A) Multiple measures of student learning, growth, and achievement, which shall include: Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii) Measures of student progress and/or achievement toward student learning goals set between the Administrator and Evaluator for the school year or some other period of time established in the Educator Plan.
iii) The appropriate measures of the Administrator's contribution to student learning, growth, and achievement shall be set by the district. The measures set by the district should be based on the Administrator's role and responsibility.
iv) Optional mutually agreed upon measures based on the administrator's job description.
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. Multiple measures of student learning, growth, and achievement, which shall include:
B. Observations and artifacts of practice including:
C. Evidence relevant to one (1) or more Performance Standards, including but not limited to:
D. Student feedback collected by the district, starting in the 2013-14 school year. On or before July 1, 2013, DESE shall identify one (1) or more instruments for collecting student feedback and shall publish protocols for administering the instrument(s), protecting student confidentiality and analyzing student feedback. The parties agree to bargain the protocols for collecting and analyzing student feedback.
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. Multiple measures of student learning, growth, and achievement, which shall include: ● Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks, or other relevant frameworks and are comparable within grades or subjects in a school; ● Statewide growth measure(s), where available, including the MCAS Student Growth Percentile and the World-Class Instructional Design and Assessment (WIDA), and locally bargained measures of student learning comparable across grade or subject district-wide. ● Measures of student progress and/or achievement toward student learning goals, set between the Educator and Evaluator, for the school year or some other period of time established in the Educator Plan. ● For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement shall be locally bargained. The measures shall be based on the Educator’s role and responsibility
B. Observations and artifacts of practice including: ● Unannounced observations of practice ● Announced observations of practice ● Brief Unannounced Observations of Practice ● Examination of Educator work products ● Examination of student work products ● Evidence of progress towards professional practice ● Evidence of progress towards student learning outcome goals
C. Evidence relevant to one (1) or more Performance Standards, including but not limited to:
Evidence Used In Evaluation. ESE will provide model contract language and guidance on rating Educator impact on student learning growth based on state and district-determined measures of student learning. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to the multiple measures of student learning, growth, and achievement. The following categories of evidence shall be used in evaluating each Educator:
A. Judgments based on observations and artifacts of practice including:
i. Unannounced observations of practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.
iii. Examination of Educator work products.
iv. Examination of student work samples.
v. A subcommittee consisting of the superintendent, selected principals, and WSEA leaders will meet when new Indicators of Effective Teaching Practice (See Appendix A: Teacher Rubric) are selected. At this time, the suggested amount and types of artifacts and evidence that Evaluators and Educators are expected to collect will be determined. The superintendent or WSEA leaders can request a meeting to update this list.
B. Evidence relevant to one (1) or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the Educator, including:
a. Directory of evidence of fulfillment of professional responsibilities and growth such as self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;
b. Directory of evidence of active outreach to and engagement with families, such as class newsletters/updates, participation in open house or other evening events, parent communication logs;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s); and
iv. Any other relevant evidence from the Educator’s classroom or worksite that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators from the Educator’s building and the superintendent. To include other relevant evidence in an Educator’s Summative Evaluation Report, it must be supported by other sources of evidence and must be brought to the attention of the Educator in a timely manner and prior to being included in the Summative Evaluation Report.
