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. Common assessments of student learning, growth, and achievement 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. 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 as 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. See rubrics in Appendix A. B. Judgments based on observations and artifacts of practice including: i. Unannounced observations which are typically at least 10 minutes. ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, 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: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement. ii. Evidence of progress towards professional practice goal(s); iii. Evidence of progress toward student learning outcomes goal(s). iv. Student Feedback (subject to negotiations) v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator. vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 5 contracts
Samples: Educator Evaluation Handbook Agreement, Educator Evaluation Handbook Agreement, Educator Evaluation Handbook Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 5 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration, recommended to be a minimum of 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
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: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 4 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 4 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, when available, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 three years of data is required.
iii. ) Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District should district shall be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. Judgments B) Evidence-based judgments based on observations and artifacts of practice including:;
i. i) Unannounced observations which are typically at least 10 minutesobservations.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorobservations.
iii. ) Examination of Educator Administrator work productsproducts and artifacts.
iv. ) Examination of student and educator work samples.
C. C) Other Evidence relevant to one or more Performance StandardsStandards and Goals, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • Evidence of fulfillment of Standard IV: Professional Culture, includingprofessional responsibilities and growth such as, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family , and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).; and
iv. ) Student Feedback (subject to negotiations)– see # 20;
v. v) Any other relevant evidence from any source that the Evaluator substantiates and shares with the EducatorAdministrator. Other relevant evidence could include information provided by other evaluators/administrators such as outside the bargaining unit, principals and/or the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator Administrator work products.
iv. iii) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
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. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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), MAP or ACCESS 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement will be set by between the District. The measures set by Educator and Evaluator for the District should be based on time established in the Educator's role and responsibility. See rubrics in Appendix A.Educator Plan.
B. Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice may be in the form of partial or full-period classroom visitations of at least 10 minutes15 minutes or no more than one class/subject period.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educatorsthe district, Educators on Improvement Plans, Directed Growth Plan, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
(a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence.
iv. ) Examination of student work samples.
(a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence .
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items (as described under Standard IV: Professional Culture. • provided by 3biii and 3biv above)
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications ; (as provided by 3biii and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.3biv above)
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Educator shares with the Evaluator or that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.superintendent.
vi) Educators will be provided a total of three dedicated contractual hours distributed over the school year in order to compile evidence. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered These hours shall be mutually agreed upon by the Evaluator during a classroom observation. Submission FTA and FPS prior to the final adoption of evidence supporting either Standards I or II can provide additional data the school calendar for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.following year
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict in accordance with the law. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutes.of practice
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.products
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of not less than ten minutes duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. C) Examination of student work samples.
C. . Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see #23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 assessments, district-developed pre and post unit and course assessments, common assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or ACCESS for XXXX 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutesminutes in duration.
ii. ) Announced observation(s) of at least 10 minutes in duration for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 3 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement, Collective Bargaining Agreement
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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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-district wide. These measures may include: portfolios, approved commercial assessments and district-district developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or WIDA gain scores, if applicable, in which case at least three 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 as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the District. The measures set by the District should shall be based on upon district determined measures and the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations Observations and artifacts of practice including:
i. Unannounced observations which are typically at least 10 minutesof practice.
ii. Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorpractice.
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 Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
b. Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback and/or staff feedback collected by the district, starting in the 2014-2015 school year. (subject On or before July 1, 2013, DESE shall identify one 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 negotiations)bargain the protocols for collecting and analyzing student feedback.
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments of student learning, growth, and achievement 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.
iii. ) Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the iii) The appropriate measures of the EducatorAdministrator's contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the EducatorAdministrator's role and responsibility. See rubrics in Appendix A..
B. iv) Optional mutually agreed upon measures based on the administrator's job description.
B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator Administrator work products.
iv. iii) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student ) Staff Feedback (subject with respect to negotiations)administrators) collected by the district; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the EducatorAdministrator. Other relevant evidence could include information provided by other evaluators/administrators such as administrators, principals and/or the superintendent. Relevant information from other sources will be assessed by Evidence in professional judgement shall inform the Evaluator evaluators ratings of Performance Standards and information will be shared with the Educatoroverall educator performance.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Memorandum of Understanding, Memorandum of Understanding
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. Multiple 1. For educators responsible for direct instruction, multiple measures of student learning, growth, and achievement, which shall include:
i. a. 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. Common assessments b. Measures of student learning, growth, progress on learning goals set between the educator and achievement related to evaluator for 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 projectsschool year.
iii. c. 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 as established in the Educator Plan.
ivd. Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA);
e. Common Assessments of student learning, growth, and achievement.
2. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtachievement. The measures set by the District district should be based on the Educator's ’s role and responsibility.
3. See rubrics in Appendix A.
B. Judgments based on observations and artifacts of practice including:
i. a. Unannounced observations which are typically at least 10 minutesof practice.
ii. b. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. c. Examination of Educator work products.
iv. d. Examination of student work samples.
C. 4. Evidence relevant to one or more Performance Standards, including but not limited to:
i. a. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. b. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress ) and toward student learning outcomes outcome goal(s)): • Educators use multiple measures of student learning, growth and achievement to demonstrate the effectiveness of their practice related to one or more of the four Standards, as well as to show progress toward their student learning goals. Measures that contribute to the Summative Performance Rating include classroom assessments, district common assessments, and statewide assessments that provide evidence related to the Standards or goal attainment.
iv. c. Student Feedback (subject to negotiations)and Staff Feedback.
v. d. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year three years of practice in a school, PTS EducatorsEducators in their first year under a new licensure, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments of student learning) Statewide growth measure(s) where available, growth, including the MCAS Student Growth Percentile and achievement 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.English Proficiency Assessment;
iii. ) Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.;
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutes.of practice of any duration;
ii. Announced observation(s) for non-PTS Educators in their first year Examination of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.Administrator work products;
iii. Examination of Educator work products.
iv. ) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
; iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. A) 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. Common assessments B) At least two district-determined measures of student learning, growth, and achievement 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-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 are required, unless three years of data are available, in which case at least three years of data is required.
iii. C) 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 as established in the Educator Plan.
iv. D) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. A) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. B) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. C) Examination of Educator work products.
iv. D) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator .
iii. ) Examination of Educator work products.
. iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Massachu- setts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, to be determined through collaboration of parties:
A. A) Multiple measures of student learning, growth, and achievement, which shall includeinclude :
i. 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. Common assessments ) At least two collaboratively developed district-determined measures of student learning, growth, and achievement 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 ACCESS gain scores, if applicable.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set as collaboratively developed by the Districtdistrict. The measures set collaboratively developed by the District should district shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice includingincluding :
i. i) Unannounced observations which are typically at least 10 minutes.observations
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited toto :
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);, which may include team goals.
iii. ) Evidence of progress toward student learning outcomes goal(s)goal(s).,which may include team goals.
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of not less than ten minutes duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. C) Examination of student work samples.
C. . Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see #23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures, arrived at through consultation with and input from the Association, of student learning, growth, and achievement 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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutesten (10) minutes in duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, development of which shall be negotiated by the parties:
A. A) Multiple measures of student learning, growth, and achievement, pursuant to #20 below, which shall include:
i. 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. Common assessments ) At least two measures of student learning, growth, and achievement 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.
iii. ) Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA) gain scores; and
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 as established in the Educator Plan.
iv. v) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by as negotiated between the Districtparties. The measures set by the District should be based on the Educator's role and responsibility. See rubrics in Appendix A.measures
B. Judgments based on observations B) Observations and artifacts of practice including:;
i. Unannounced observations which are typically at least i) Visits of Practice as defined in #10 minutesbelow.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator work products.
iv. iii) Examination of student work samples.
C. Evidence relevant to one or more Performance StandardsC) Other Evidence, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s); and iv) Student Feedback, pursuant to #21 below.
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, learning and growth, and achievement, which shall include:
i. 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. Common assessments ) At least two measures of student learning, growth, learning and achievement growth 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.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, learning and growth, and achievement is set by the Districtdistrict after being bargained by the parties. The measures set by the District district, as bargained by the parties, should be based on the Educator's role ’s role, responsibility, and responsibility. See rubrics in Appendix A.job description.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration, but not less than 10 minutes, that result in targeted and constructive feedback.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a schoolthe following Plan types: Developing Educator Plans, PTS Educators, Educators on Improvement Directed Growth Plans, and as determined by the evaluatorImprovement Plans.
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: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as determined by the parties should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.:
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, when available, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 three years of data is required.
iii. ) Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District should district shall be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. Judgments B) Evidence-based judgments based on observations and artifacts of practice including:;
i. i) Unannounced observations which are typically at least 10 minutesobservations.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorobservations.
iii. ) Examination of Educator Administrator work productsproducts and artifacts.
iv. ) Examination of student and educator work samples.
C. C) Other Evidence relevant to one or more Performance StandardsStandards and Goals, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • Evidence of fulfillment of Standard IV: Professional Culture, includingprofessional responsibilities and growth such as, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family , and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).; and
iv. ) Student Feedback (subject to negotiations)– see # 20;
v. v) Any other relevant evidence from any source that the Evaluator substantiates and shares with the EducatorAdministrator. Other relevant evidence could include information provided by other evaluators/administrators such as outside the bargaining unit, principals and/or the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. 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 Common Core or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments At least two district-determined measures of student learning, growth, and achievement 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-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 PARCC) or ACCESS scores, if applicable, in which case at least three 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 as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically of practice of at least 10 ten (10) minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Directed Growth Plans, Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. 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 Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. D) Evidence of progress towards professional practice goal(s);
iii. ; Evidence of progress toward student learning outcomes goal(s).
iv. i) Student and Staff Feedback – (subject to negotiationsNot currently applicable); and
v. ii) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant documented evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources administrators.
E) Educators will be assessed by the Evaluator and information will be shared with responsible for uploading a minimum of twelve (12) artifacts per school year as follows:
i. A minimum of two artifacts as supporting evidence of the Educator.’s progress toward his/her student learning goal;
viii. An Educators submission A minimum of two artifacts as supporting evidence to support meeting of the indicators Educator’s progress toward his/her professional practice goal, and;
iii. A minimum of performance two artifacts for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional each of the four standards as this supporting evidence is typically gathered by of the Evaluator during a classroom observation. Submission Educator’s progress toward each of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.four evaluation standards,
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
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 WIDA ACCESS assessment.( WIDA-World-Class Instructional Design and Assessment. Common assessments of student learning, growth, ACCESS-Assessing Comprehension and achievement 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 districtCommunication in English State-wideto-State for English Language Learners). These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.
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 as established in the Educator Plan.
iv. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set shall be determined by the Districtdistrict and bargained to the extent required by law. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations Observations and artifacts of practice including:
i. : • Unannounced observations which are typically at least 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. of any duration not less than 5 minutes • Announced observations of practice • Examination of Educator work products.
iv. products • Examination of student work samples.products
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. : • Evidence compiled and presented by the Educator, includingincluding : • o Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • o Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. ; • Evidence of progress towards toward professional practice goal(s);
iii. ) • Evidence of progress toward student learning outcomes goal(s).
iv. D. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed feedback collected by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculumdistrict, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion starting in the Formative or Summative Reports2013-14 school year in accordance with DESE protocols. If an Educator chooses To the extent required by law, the parties agree to submit evidence bargain, to the extent required by law, the protocols for these categories, it is suggested that the evidence be included by the time the Summative Report will be writtencollecting and analyzing student feedback.
Appears in 2 contracts
Samples: Collective Bargaining Agreement, Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutesminutes in duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).. iv) Student and Staff Feedback – see # 23-24, below; and
iv. Student Feedback (subject to negotiations)
v. ) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. A) 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. Common assessments B) At least two district-determined measures of student learning, growth, and achievement 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-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 are required, unless three years of data are available, in which case at least three years of data is required.
iii. C) 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 as established in the Educator Plan.
iv. D) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. A) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. B) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. C) Examination of Educator work products.
iv. D) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. A) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. B) Evidence of progress towards professional practice goal(s);
iii. C) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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 may 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 ■ 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 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 are set by the district and indicated through the formative assessment and goal-setting process.
B. Judgments based on observations and artifacts of practice including: ● Unannounced observations of practice as described in this document; ● Announced observations as described in this document; • Examination of Educator work products as provided by the Educator; • Examination of student work samples as provided by the Educator; or • Examination of artifacts of practice.
C. Evidence relevant to one or more Performance Standards, including but not limited to evidence compiled and presented by the Educator, including: ○ 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 of progress towards professional practice goal; ○ Evidence of progress toward student learning outcome goal; ○ Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other administrators such as the executive director. OR 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. a. 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. Common assessments of student learning, growth, and achievement 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.
iii. b. 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 as established in the Educator Plan.
iv. c. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement are set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.responsibility and indicated through the formative assessment and goal-setting process.
B. d. Judgments based on observations and artifacts of practice including:;
i. e. Unannounced observations which are typically at least 10 minutesobservations.
ii. f. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, 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: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence will be negotiated by the Parties over the course of the 2012-2013 school year with a completion goal of September 2013, and shall be used thereafter in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:. The Parties agree to bargain over this regulatory requirement after guidance has been issued by ESE.
i. (a) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or Frameworks, other relevant frameworks and frameworks, or local standards that are comparable within grades or subjects in a school;.
ii. Common assessments (b) At least two locally bargained measures of student learning, growth, and achievement learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks Frameworks, or other relevant frameworks or local standards that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and assessments, district-developed pre and post unit and course assessments, and capstone culminating projects, and other Assessments of Student Learning Outcomes.
iii. (c) MCAS Student Growth Percentile (SGP) where available in which case at least three years of data is required as evidence of student learning, growth, and achievement.
(d) 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 as established in the Educator Plan.
iv. (e) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and and/or achievement set by the Districtas locally bargained. The measures set by the District should shall be based on state guidelines and shall reflect the Educator's ’s role and responsibility. See rubrics in Appendix A.responsibilities.
B. Judgments based on observations B) Observations and artifacts of practice including:
i. Unannounced : • Informal observations which are typically at least of not less than 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year • Formal observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iiiup to 60 minutes. • Examination of Educator work products.
iv. • Examination of student work samples.
C. 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 Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • .
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards (c) professional practice goal(s);
iii. Evidence of progress toward student learning outcomes ) which may include team goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement are set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of any duration, but at least 10 five (5) minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district‐determined measures of student learning, growth, and achievement 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-widedistrict‐wide. These measures may include: portfolios, approved commercial assessments and district-developed 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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.The parties agree to bargain this regulatory requirement after guidance has been issued by ESE.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS non‐PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work productsproducts as submitted by both the Evaluator and the Educator.
iv. ) Examination of student work samplessamples as submitted by both the Evaluator and the Educator.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessmentsself‐assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)as proposed by the state regulations of June 30, 2013– see # 23‐24 below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. i) Measures of student progress on common classroom assessments used for summative purposes that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 For teachers of non-MCAS grades and subjects, these mutually-agreed upon measures may include: common summative assessments, 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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate mutually agreed upon measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work productsproducts with appropriate feedback within five school days.
iv. ) Examination of student work samplessamples with appropriate feedback within five school days.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Memorandum of Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments of student learning, growth, and achievement 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.
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 as established in the Educator Plan.
iv. iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the DistrictPAC. The measures set by the District PAC should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are of practice of any duration. A standard observation shall typically at least 10 be a minimum of ten minutes. However, there may be instances where an artifact may be collected from an observation in less than ten minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorof any duration.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Family Feedback (subject only to negotiationsbe used by the Educator in the Goal setting/self-assessment process).
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the EducatorExecutive Director.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Master Agreement
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. Common assessments ; • Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment and locally bargained measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are learning comparable across grades and/or subjects grade or subject district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.
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 as established in the Educator Plan.
iv. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set shall be agreed upon by the DistrictEducator and the Evaluator and locally-bargained. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.• District, school and classroom adopted assessments
B. Judgments based on observations Observations and artifacts of practice including:
i. : • Unannounced observations which are typically at least 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. • Announced observations of practice • Examination of Educator work products.
iv. products including lesson plans, plan books and instructional units • Examination of student work samples.products • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) • School or District Committees • Professional Development Participation
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families; D. Student and Staff Feedback – see #23-24, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, development of which shall be negotiated by the parties:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two measures of student learning, growth, and achievement 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.
iii. ) Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA) gain scores.
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 as established in the Educator Plan.
iv. v) For Educators whose primary role is not as a classroom teachereducator, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtas locally bargained. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations B) Observations and artifacts of practice including:;
i. Unannounced observations which are typically at least 10 minutes.i) Informal observations
ii. Announced ) Formal observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, 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, C) Other evidence including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).; and
iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.– see # 23 below
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include, but not limited to:
i. i) Measures of student progress on classroom assessments that are aligned with the Common Core Standards and/or the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments ) At least two district-determined measures, locally bargained to the extent required by law, of student learning, growth, and achievement learning related to the Common Core Standards and/or 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, include portfolios approved commercial assessments and district-district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or its successor such as PARCC, or WIDA 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district, as bargained by the parties to the extent required by law, should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. v) Student learning growth percentages will become part of the evaluation process, when two years of growth are available.
B) Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically at least 10 of practice of generally no less than 15 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the Educator, including: • :
1. Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.to
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. i) Measures of student progress on classroom and district assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments of student learning, growth, and achievement 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 ; these measures may include: portfolios, approved commercial assessments and district-developed pre pre-and post post-unit and course assessments, and capstone projects.
iii. 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 as established in the Educator Plan. The district goal can serve as your student-learning goal.
iv. iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should annually be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically of practice of at least 10 seven (7) minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.Staff Feedback
Appears in 1 contract
Samples: Educator Evaluation Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorNurse:
A. 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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 Nurse and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators Nurses whose primary role is not as a classroom teacher, the appropriate measures of the Educator's Nurse’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's Nurse’s role and responsibility. See rubrics in Appendix A..
B. b. Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators Nurses in their first year of practice in a school, PTS Educators, Educators Nurses on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator Nurse work productsproducts and artifacts.
iv. Examination of student work samples.
C. c. Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the EducatorNurse, including: • including :
1. Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plansPlans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture;
2. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
; iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance Staff Feedback for Standard I: Curriculumadministrators– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures, arrived at through consultation with and input from the Association, of student learning, growth, and achievement 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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutesten (10) minutes in duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. v) Optional mutually agreed upon measures based on the administrator’s job description.
B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator Administrator work products.
iv. iii) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
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. Common assessments ; • State mandated test scores where available and locally bargained measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are learning comparable across grades and/or subjects grade or subject, district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.
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 as established in the Educator Plan.
iv. • For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set shall be agreed upon by the DistrictEducator and the Evaluator and locally-bargained. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.• District, school and classroom adopted assessments
B. Judgments based on observations Observations and artifacts of practice including:
i. : • Unannounced observations which are typically at least 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. • Announced observations of practice • Examination of Educator work products.
iv. products including lesson plans, plan books and instructional units • Examination of student work samples.products • Evidence of progress toward professional practice goal(s) • Evidence of progress toward student learning outcomes goal(s) • School or District Committees • Professional Development Participation
C. Evidence relevant to one or more Performance Standards, compiled and presented by the Educator including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. D. Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see #22, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. Multiple A) For educators responsible for direct instruction, multiple measures of student learning, growth, and achievement, which shall include:
i. a) 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. b) Measures of student progress on learning goals set between the educator and evaluator for the school year;
c) Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the state assessment for English Language Learners mandated by the Department of Elementary and Secondary Education;
d) Common assessments of student learning, growth, and achievement 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 projectsachievement.
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 as 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. See rubrics in Appendix A.
B. B) Judgments based on observations and artifacts of practice including:
i. a) Unannounced observations which are typically at least 10 minutes.of practice
ii. b) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. c) Examination of Educator work products.
iv. d) Examination of student work samples.
C. Evidence C) Additional evidence relevant to one or more Performance Standards, including including, but not limited to:.
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the and/or Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and ongoing engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. ) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators others such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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, but not limited to:
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 Principal 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, and achievement set by the district. The measures set by the district as bargained by the parties should be based on the Educator’s role and responsibility. Educators with students, who are not in compliance with the Xxxxxxx Public School attendance policy, shall not have those students’ scores used in any calculations of student learning and/or achievement.
iv. Common assessments of student learning, growth, and achievement 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 ACCESS for XXXx gain scores, if applicable.
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 as 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. See rubrics in Appendix A.
B. Judgments based on observations and artifacts of practice including, but not limited to:
i. Unannounced observations which are typically at least 10 minutesof practice of twenty minutes (20) or more.
ii. Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorof thirty minutes (30) or more. (As related to individual educational plan)
iii. Mini -observations of practice of ten (10) minutes or more.
iiiiv. Examination of Educator work products.
iv. v. Examination of student work samples.
C. Evidence relevant to one or more Performance Standards, Professional Practice and Student Learning Goals including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);goal.
iiiii. Evidence of progress toward student learning outcomes goal(s)goal.
iviii. Student Feedback (subject If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to negotiations)
v. Any other relevant evidence from any source that his/her Principal for further discussion and review. If the Evaluator shares Educator is not satisfied with the Educator. Other relevant evidence could include information provided by other evaluatorsoutcome of this meeting, s/administrators such as he may appeal the superintendent. Relevant information from other sources will be assessed by issue to the Evaluator Superintendent or his/her designee for discussion and information will be shared with the Educatorreview.
vi. An Educators submission of D. Additional evidence relevant to support meeting the indicators of performance for Standard I: Curriculumone or more Performance Standards, Planning and Assessment and Standard II: Teaching All Studentsincluding, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.but not limited to:
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as bargained by the parties should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration, but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. ) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least three district-determined measures of student learning, growth, and achievement 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-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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesobservations.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator).
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, and or Goals, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Teachers Contract
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include, but not limited to:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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: include portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the State Mandated Assessment Student Growth Percentile (SGP) or ACCESS 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 Principal for the school year or some other period of time as 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 Districtdistrict. The measures set by the District should be based on the Educator's role and responsibility. See rubrics .
v) Educators with Students who are not in Appendix A.compliance with the Duxbury Public School attendance policy, may submit evidence of student work/ classroom assessments to verify that students who met the attendance policy showed growth.
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorpractice.
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. C) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional CultureEducator or the Principal, including, but not limited to, :
i) 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; and/or other items as described under Standard IV: Professional Culture. • ;
ii) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. iii) Evidence of progress towards professional practice goal(s)goal;
iii. iv) Evidence of progress toward student learning outcomes goal(s).
ivgoal. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that Over the Evaluator shares with course of the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as Educator Plan, the superintendent. Relevant information from other sources educator will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.no less than twelve
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments of student learning, growth, and achievement 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.
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 as established in the Educator Plan.
iv. iii) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the DistrictPAC. The measures set by the District PAC should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are of practice of any duration. A standard observation shall typically at least 10 be a minimum of ten minutes. However, there may be instances where an artifact may be collected from an observation in less than ten minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorof any duration.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • and
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.; and
ii. ) Evidence of progress towards professional practice goal(s);; and
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorNurse:
A. 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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 Nurse and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators Nurses whose primary role is not as a classroom teacher, the appropriate measures of the Educator's contribution to student onNtruiburtiosneto’stsudenct learning, growth, and achievement set by the Districtdistrict. The measures set by the District should be based on the Educator's role and district responsibility. See rubrics in Appendix A..
B. b. Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators Nurses in their first year of practice in a school, PTS Educators, Educators Nurses on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator Nurse work productsproducts and artifacts.
iv. Examination of student work samples.
C. c. Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the EducatorNurse, including: • including :
1. Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plansPlans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture;
2. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
; iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance Staff Feedback for Standard I: Curriculumadministrators–see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
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. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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), MAP or ACCESS 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement will be set by between the District. The measures set by Educator and Evaluator for the District should be based on time established in the Educator's role and responsibility. See rubrics in Appendix A.Educator Plan.
B. Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice may be in the form of partial or full-period classroom visitations of at least 10 minutes15 minutes or no more than one class/subject period.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educatorsthe district, Educators on Improvement Plans, Directed Growth Plan, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
(a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence.
iv. ) Examination of student work samples.
(a) An educator shall be provided with relevant samples. Educators will be provided guidance and training pursuant to the development of work products and evidence .
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items (as described under Standard IV: Professional Culture. • provided by 3biii and 3biv above)
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications ; (as provided by 3biii and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.3biv above)
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Educator shares with the Evaluator or that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi) Educators will be provided a total of three dedicated contractual hours distributed over the school year in order to compile evidence. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered These hours shall be mutually agreed upon by the Evaluator during a classroom observation. Submission FTA and FPS prior to the final adoption of evidence supporting either Standards I or II can provide additional data the school calendar for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.following year
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. v) Judgments based on observations and artifacts evidence of practice including:
i. vi) Unannounced observations which are typically of at least 10 minutesminutes duration.
ii. vii) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined agreed upon by the evaluatorEducator and Evaluator.
iii. viii) Examination of Educator work products.
iv. ix) Examination of student Student work samples.
C. B) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as selfpertaining to Standards I-assessments, peer collaboration, professional development linked to goals in IV of the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community EngagementEffective Teacher Practice Rubric.
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject Language to negotiationsbe bargained at future date)
v. v) Any other relevant evidence from any source that has been identified to the educator and the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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. Common assessments Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA) and locally bargained measures of student learning, growth, and achievement related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are learning comparable across grades and/or subjects grade or subject district-wide. These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.
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 as 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 Districtshall be locally bargained. The measures set by the District should shall be based on the Educator's role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations Observations and artifacts of practice including:
i. : • Unannounced observations which are typically at least 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. • Announced observations of practice • Examination of Educator work products.
iv. products • Examination of student work samples.products
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. : Evidence compiled and presented by the Educator, including: • :
i. Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture;
ii. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed feedback collected by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculumdistrict, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion starting in the Formative 2014-15 school year. On or Summative Reports. If an Educator chooses to submit evidence before July 1, 2013, DESE shall identify one or more instruments for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.collecting
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
ii) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. iii) Evidence of progress towards professional practice goal(s);
iii. iv) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 22, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. 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 Common Core or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 PARCC) or ACCESS scores, if applicable, in which case at least three 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 as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically of practice of at least 10 ten (10) minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Directed Growth Plans, Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. 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 Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. D) Evidence of progress towards professional practice goal(s);
iii. ; Evidence of progress toward student learning outcomes goal(s).
iv. , Student and Staff Feedback – (subject to negotiationsNot currently applicable)
v. ; and Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant documented evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources administrators.
E) Educators will be assessed by the Evaluator responsible for uploading a minimum of six (6) artifacts per school year (and information will be shared with evaluation/school year for those on a two-year self- directed growth plan) as follows:
i) A minimum of one artifact as supporting evidence of the Educator.’s progress toward his/her student learning goal;
vi. An Educators submission ii) A minimum of one artifact as supporting evidence to support meeting of the indicators Educator’s progress toward his/her professional practice goal, and;
iii) A minimum of performance one artifact for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional each of the four standards as this supporting evidence is typically gathered by of the Evaluator during a classroom observation. Submission Educator’s progress toward each of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.four evaluation standards,
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 (or its replacement) gain scores, if applicable, in which case at least two years of data is required. The parties will reconvene to discuss DESE’s advisory language on District-determined Measures.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.The parties will reconvene to discuss DESE’s advisory language on District-determined Measures.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) of at least 15 minutes for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject –to negotiations)be determined following DESE guidelines and negotiated between the parties involved.
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such As soon as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission a pattern of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion behavior becomes apparent in the Formative or Summative Reportscourse of the same school year, the evaluator shall notify the Educator in writing. If The Educator will have an opportunity to respond using the Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be writtenResponse Form within 5 school days.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 MEPA/ACCESS scores, if applicable, in which case at least three years of data is required, if available. If three years of data are not available, two years of data shall be used.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject –The parties agree to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educatorbargain over this matter after guidance is issued.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. 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 Common Core or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 PARCC) or ACCESS scores, if applicable, in which case at least three 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 as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically of practice of at least 10 ten (10) minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Directed Growth Plans, Improvement Plans, and as determined by the evaluatorEvaluator.
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. 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 Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. D) Evidence of progress towards professional practice goal(s);
iii. ; Evidence of progress toward student learning outcomes goal(s).
iv. , Student and Staff Feedback – (subject to negotiationsNot currently applicable)
v. ; and Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant documented evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources administrators.
E) Educators will be assessed by the Evaluator responsible for uploading a minimum of six (6) artifacts per school year (and information will be shared with evaluation/school year for those on a two-year self-directed growth plan) as follows:
i) A minimum of one artifact as supporting evidence of the Educator.’s progress toward his/her student learning goal;
vi. An Educators submission ii) A minimum of one artifact as supporting evidence to support meeting of the indicators Educator’s progress toward his/her professional practice goal, and;
iii) A minimum of performance one artifact for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional each of the four standards as this supporting evidence is typically gathered by of the Evaluator during a classroom observation. Submission Educator’s progress toward each of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.four evaluation standards,
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.including :
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district, developed collaboratively should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.:
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 three years of data is required; or two years if three are unavailable.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.including :
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 22, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district, as bargained by the parties, should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 of practice of any duration, but not less than ten (10) minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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;school;
ii. Common assessments ) At least two districtdetermined measures of student learning, growth, and achievement 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-widedistrictwide. These measures may include: portfolios, approved commercial assessments and district-developed districtdeveloped 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS nonPTS Educators in their first year three years of practice in a school, PTS EducatorsEducators in their first year under a new licensure, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessmentsselfassessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • culture;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.families;
ii. ) Evidence of progress towards professional practice goal(s);goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 2324, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
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. Common assessments of student learning, growth, and achievement 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.
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 as established in the Educator Plan.
iviii. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict and negotiated by the parties. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically at least 10 minutesof practice as defined by this agreement.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined defined by the evaluatorthis agreement.
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 Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator – see #23 and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.#24 below
Appears in 1 contract
Samples: Collective Bargaining Agreement
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, but not limited to:
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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 RETELL 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 Principal for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as bargained by the parties should be based on the Educator's ’s role and responsibility. See rubrics Educators with students who are not in Appendix A.compliance with the Xxxxxxx Public School attendance policy, shall not have those students’ scores used in any calculations of student learning and/or achievement.
B. Judgments based on observations and artifacts of practice including, but not limited to:
i. Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.practice. (As related to individual educational plan)
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. Evidence relevant to one or more Performance Standards, Professional Practice and Student Learning Goals including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);goal.
iiiii. Evidence of progress toward student learning outcomes goal(s)goal.
iviii. Student Feedback (subject If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to negotiations)
v. Any other relevant evidence from any source that his/her Principal for further discussion and review. If the Evaluator shares Educator is not satisfied with the Educator. Other relevant evidence could include information provided by other evaluatorsoutcome of this meeting, s/administrators such as he may appeal the superintendent. Relevant information from other sources will be assessed by issue to the Evaluator Superintendent or his/her designee for discussion and information will be shared with the Educatorreview.
vi. An Educators submission of D. Additional evidence relevant to support meeting the indicators of performance for Standard I: Curriculumone or more Performance Standards, Planning and Assessment and Standard II: Teaching All Studentsincluding, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.but not limited to:
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments of student learning, growth, and achievement 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.
iii. ) Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the iii) The appropriate measures of the EducatorAdministrator's contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the EducatorAdministrator's role and responsibility. See rubrics in Appendix A..
B. iv) Optional mutually agreed upon measures based on the administrator's job description.
B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator Administrator work products.
iv. iii) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.fami ies;
ii. ) Evidence of progress towards professional practice goal(sgoal{s);
iii. ) Evidence of progress toward student learning outcomes goal(sgoal{s).
iv. Student ) Staff Feedback (subject with respect to negotiations)administrators) collected by the district; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the EducatorAdministrator. Other relevant evidence could include information provided by other evaluators/administrators such as administrators, principals and/or the superintendent. Relevant information from other sources will be assessed by Evidence in professional judgement shall inform the Evaluator evaluators ratings of Performance Standards and information will be shared with the Educatoroverall educator performance.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as determined by the parties should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 of practice of any duration but not less than 15 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.including :
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, to be determined through collaboration of parties:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two collaboratively developed district-determined measures of student learning, growth, and achievement 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 ACCESS gain scores, if applicable.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set as collaboratively developed by the Districtdistrict. The measures set collaboratively developed by the District should district shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutes.observations
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);, which may include team goals.
iii. ) Evidence of progress toward student learning outcomes goal(s), which may include team goals.
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of any duration, but at least 10 five (5) minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.. Draft - Awaiting SC 9/6/22
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district, in consultation with the NEA, should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of any duration but at least 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. ) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:: SI Page Minuteman Educator Evaluation Process
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. i) Measures of student progress on classroom assessments ass·essments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school;
ii. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as 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 Districtdistrict in accordance with the law. The measures set by the District should shall be based on the Educator's role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutes.of practice
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.products
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)- see# 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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, as appropriate for each educator position;
ii. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as 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 Districtdistrict. The measures set by the District district should be based on the Educator's role and responsibility. See rubrics Educators with students who are not in Appendix A.compliance with the district's attendance policy, shall not have those students scores used in any calculations of student learning, growth and/or achievement. Scores for students transferring into the district may be excl uded from calculations of student learning, growth and/or achievement based on time in the district and access to historical benchmark data.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of 10 minutesminutes or greater.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled identified and presented to be provided or made available upon evaluator's request by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessmentsassessments , peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum- see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 (or its replacement) gain scores, if applicable, in which case at least two years of data is required. The parties will reconvene to discuss DESE’s advisory language on District-determined Measures.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.The parties will reconvene to discuss DESE’s advisory language on District-determined Measures.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) of at least 15 minutes for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.including :
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. An average, but flexible, range of evidence collected and submitted may be from 8-15 pieces for each of the four standards by the end of the evaluation cycle. This range is simply to serve as a general guideline to Educators and Evaluators and is not to serve as a concrete quantity. The Evaluator may ask for more or less evidence based on the quality of the items submitted. By the end of the cycle, the evidence submitted shall address all indicators on the rubric and shall be collected by the Educator and Evaluator throughout the duration of the evaluation cycle. Those who are on two-year plans will collect evidence on the standards and goals throughout both school years. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced ) At least one unannounced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission ) Pursuant to Article XXVII, Section 4 of evidence to support the Unit A Contract, five (5) hours of contracted meeting the indicators of performance for Standard I: Curriculumtime each year, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered scheduled by the Evaluator during a classroom observationprincipal in each building, will be set aside for educators to work on evidence collection. Submission of evidence supporting either Standards I or II can provide additional data for inclusion Educators need not do this work in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by school – the time the Summative Report will be writtenis simply made available to them.
Appears in 1 contract
Samples: Unit a Teacher Contract Addendum Ii
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 (The Xxxxxx Educator Evaluation Committee shall consider future ESE guidance in respect to the meaning of at least.) 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 of practice of a minimum of ten minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.including :
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s). iv) *Student and Staff Feedback – see # 23-24, below.
iv. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 three years of data is required; or two years if three are unavailable.
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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject –The parties agree to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educatorbargain over this matter after guidance is issued.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year three years of practice in a school, PTS EducatorsEducators in their first year under a new licensure, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
. iv. ) Student and Staff Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum– see # 23-24, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.below; and
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A.The parties agree to bargain this regulatory requirement after guidance has been issued by ESE.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work productsproducts as submitted by both the Evaluator and the Educator.
iv. ) Examination of student work samplessamples as submitted by both the Evaluator and the Educator.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)as proposed by the state regulations of June 30, 2013– see # 23-24 below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as determined by the parties should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of any duration but not less than 10 minutes.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
; and iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator– see # 23-24, below.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include, but not limited to:
i. 1. 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;
ii2. Common assessments At least two district-determined measures of student learning, growth, and achievement 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.
iii3. Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator Principal for the school year or some other period of time as established in the Educator Plan.
iv4. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District should be based on the Educator's ’s role and responsibility.
5. See rubrics Educators with Students who are not in Appendix A.compliance with the Rockland Public School attendance policy, may submit evidence of student work/ classroom assessments to verify that students who met the attendance policy showed growth.
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. 1. Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii2. Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorpractice.
iii3. Examination of Educator work products.
iv4. Examination of student work samples.
C. Evidence relevant to one or more Performance Standards, including but not limited to:
i. C) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional CultureEducator or the Principal, including, but not limited to, :
1. 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; and/or other items as described under Standard IV: Professional Culture;
2. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii3. Evidence of progress towards professional practice goal(s)goal;
iii4. Evidence of progress toward student learning outcomes goal(sgoal. The Administrator shall provide to his/her staff examples of evidence that would be deemed sufficient, in type and amount, to meet the standards. These examples shall be uniform across the District for like schools (elementary, middle, high school). If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to his/her Administrator for further discussion and review. If the Educator is not satisfied with the outcome of this meeting s/he may appeal the issue to the Superintendent or his/her designee for discussion and review.
ivD) Additional evidence relevant to one or more Performance Standards, including, but not limited to:
1. Student Feedback (subject to negotiations)- see # 24, below; and
v. 2. Any other relevant evidence from any source that the Evaluator Principal/Unit B Administrator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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, but not limited to:
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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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-district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or RETELL 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 Principal for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district as bargained by the parties should be based on the Educator's ’s role and responsibility. See rubrics Educators with students who are not in Appendix A.compliance with the Xxxxxxx Public School attendance policy, shall not have those students’ scores used in any calculations of student learning and/or achievement.
B. Judgments based on observations and artifacts of practice including, but not limited to:
i. Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.practice. (As related to individual educational plan)
iii. Examination of Educator work products.
iv. Examination of student work samples.
C. Evidence relevant to one or more Performance Standards, Professional Practice and Student Learning Goals including but not limited to:
i. Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.
ii. Evidence of progress towards professional practice goal(s);goal.
iiiii. Evidence of progress toward student learning outcomes goal(s)goal.
iviii. Student Feedback (subject If there should be a dispute that either the type or amount of evidence provided by an Educator is incorrect or insufficient, the Educator shall first appeal this to negotiations)
v. Any other relevant evidence from any source that his/her Principal for further discussion and review. If the Evaluator shares Educator is not satisfied with the Educator. Other relevant evidence could include information provided by other evaluatorsoutcome of this meeting, s/administrators such as he may appeal the superintendent. Relevant information from other sources will be assessed by issue to the Evaluator Superintendent or his/her designee for discussion and information will be shared with the Educatorreview.
vi. An Educators submission of D. Additional evidence relevant to support meeting the indicators of performance for Standard I: Curriculumone or more Performance Standards, Planning and Assessment and Standard II: Teaching All Studentsincluding, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.but not limited to:
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures, arrived at through consultation with and input from the Association, of student learning, growth, and achievement 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 three 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District district should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically of practice of at least 10 minutesten (10) minutes in duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, development of which shall be negotiated by the parties:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two measures of student learning, growth, and achievement 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.
iii. ) Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA) gain scores; and
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 as established in the Educator Plan.
iv. v) For Educators whose primary role is not as a classroom teachereducator, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtas locally bargained. The measures set by the District should shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations B) Observations and artifacts of practice including:;
i. Unannounced observations which are typically at least 10 minutesi) Informal observations.
ii. Announced ) Formal observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.)
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Other Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).; and
iv. ) Student Feedback (subject to negotiations)– see # 23 below
v. v) Any other written relevant evidence from any source that the Evaluator evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educatoreducator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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-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 as 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 Districtdistrict. The measures set by the District district should be based on the Educator's role and responsibility. See rubrics Educators with students who are not in Appendix A.compliance with the district's attendance policy, shall not have those students’ scores used in any calculations of student learning, growth and/or achievement. Scores for students transferring into the district may be excluded from calculations of student learning, growth and/or achievement based on time in the district and access to historical benchmark data.
B. B) Judgments based on observations and artifacts of practice including:
i. i) Unannounced observations which are typically at least of practice of 10 minutesminutes or greater.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
iii. ) Examination of Educator work products.
iv. ) Examination of student work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled identified and presented to be provided or made available upon evaluator's request by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv. ) Student and Staff Feedback (subject to negotiations)- see # 23-24, below; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the EducatorSee definition: Categories of Evidence.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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, but not be limited to:
i. a. 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. Common assessments b. Measures of student learning, growth, and achievement 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: MCAS Student Growth Percentile, MEPA Gain Scores, portfolios, approved commercial assessments and district-district- developed pre and post unit and course assessments, and capstone projects.capstone
iii. c. 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 as established in the Educator Plan.
iv. d. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’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. See rubrics in Appendix A.district.
B. Judgments based on observations and artifacts of practice including:
i. a. Unannounced observations which are typically at least 10 minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.of any duration;
iii. b. Announced observations of practice;
c. Examination of Educator work products.;
iv. d. 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: • Evidence of fulfillment of Standard IV: Professional CultureEducator or the Evaluator, including, but not limited to, :
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; and/or other items as described under Standard IV: Professional Culture. • ;
b. Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. c. Evidence of progress towards professional practice goal(s);
iii. d. Evidence of progress toward student learning outcomes goal(s).
ive. Student feedback starting in the 2013-2014 school year. Student Feedback (subject The parties agree to negotiations)bargain over the DESE model contract language regarding student feedback when such language is available.
v. D. Any other relevant evidence from any credible source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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 Administrator and Evaluator for the school year or some other period of time as established in the Educator Plan.
iv. For Educators whose primary role is not as a classroom teacher, the ) The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the Districtdistrict. The measures set by the District district should be based on the Educator's Administrator’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator.
iii. Examination of Educator Administrator work products.
iv. iii) Examination of student and educator work samples.
C. C) Evidence relevant to one or more Performance Standards, including but not limited to:
i. i) Evidence compiled and presented by the EducatorAdministrator, including: • :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plansPlan, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).
iv) Student and Staff Feedback – Student and staff feedback shall be used as evidence relevant to one or more Performance Standards in the evaluation of each Administrator. The parties (HEAU and the Committee) shall mutually agree upon feedback instruments, which may be customized for each grade-level or administrative role, to gather this feedback. Administrators shall use the feedback results of both students and staff to inform their self-assessment and/or shape the goal-setting process. Administrators will discuss student and staff feedback results with their Evaluator as they relate to their Professional Practice and Student Feedback (subject Learning goals. The instruments used to negotiations)collect student feedback shall include safeguards necessary to protect student confidentiality. Staff feedback on individual administrators shall be provided to the Superintendent and may not be anonymous, provided however, that the identity of the staff member(s) providing feedback may not be disclosed to the Administrator. Aggregate staff feedback will be provided by the Superintendent directly to the Administrator with the expectation that the feedback informs the Administrator’s Self-Evaluation and Goal Setting process.; and
v. v) Any other relevant evidence from any source that the Evaluator shares with the EducatorAdministrator. Other relevant evidence could include information provided by other evaluators/administrators such as administrators, principals and/or the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
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. Common assessments At least two district-determined measures of student learning, growth, and achievement 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 three 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 as established in the Educator Plan. It is agreed that evidence shall be submitted by the Educator for Standards III and IV and for Professional Practice Goals and Student Learning Goals.
iv. For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District should be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. Judgments based on observations and artifacts of practice including:
i. Unannounced observations which are typically of practice of at least 10 ten (10) minutes.
ii. Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorEvaluator.
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 Standard IV: Professional Culture, including, but not limited to, 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; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. Evidence of progress towards professional practice goal(s);
iii. Evidence of progress toward student learning outcomes goal(s).
iv. Student and Staff Feedback (subject to negotiations)– see # 23-24, below; and
v. Any other relevant evidence from any source that the Evaluator shares with the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator, development of which shall be negotiated by the parties:
A. A) Multiple measures of student learning, growth, and achievement, when available, which shall include:
i. 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. Common assessments ) Two-three district-determined measures of student learning, growth, and achievement 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-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 or MCAS alternative assessment data, if applicable, in which case at least three (3) 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 as established in the Educator Plan.
iv. ) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's ’s contribution to student learning, growth, and achievement set by the Districtdistrict. The measures set by the District should district shall be based on the Educator's ’s role and responsibility. See rubrics in Appendix A..
B. B) Judgments based on observations and artifacts of practice including:;
i. i) Unannounced observations which are typically at least 10 minutesobservations.
ii. ) Announced observation(s) for non-PTS Educators in their first year of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluator).
iii. ) Examination of Educator provided work products.
iv. ) Examination of provided student work samples.
C. C) Other Evidence relevant to one or more Performance StandardsStandards and Goals, including but not limited to:
i. i) Evidence compiled and presented by the Educator, including: • including :
(a) Evidence of fulfillment of Standard IV: Professional Culture, including, but not limited to, professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
(b) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. ) Evidence of progress towards professional practice goal(s);
iii. ) Evidence of progress toward student learning outcomes goal(s).; and
iv. ) Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that the Evaluator shares with – see # 23 below v) Rubric The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation. Other relevant evidence could include information provided by other evaluators/administrators such as the superintendent. Relevant information from other sources will be assessed by the Evaluator and information will be shared with the EducatorThose rubrics are attached to this agreement.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.
Appears in 1 contract
Samples: Collective Bargaining Agreement
Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator:
A. A) Multiple measures of student learning, growth, and achievement, which shall include, but not limited to:
i. 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. Common assessments ) At least two district-determined measures of student learning, growth, and achievement 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: include portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the State Mandated Assessment Student Growth Percentile (SGP) or ACCESS 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 Principal for the school year or some other period of time as 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 Districtdistrict. The measures set by the District should be based on the Educator's role and responsibility. See rubrics .
v) Educators with Students who are not in Appendix A.compliance with the Duxbury Public School attendance policy, may submit evidence of student work/ classroom assessments to verify that students who met the attendance policy showed growth.
B. B) Judgments based on observations and artifacts of practice including, but not limited to:
i. i) Unannounced observations which are typically at least 10 minutesof practice of any duration.
ii. ) Announced observation(s) for non-PTS Educators in their first year observations of practice in a school, PTS Educators, Educators on Improvement Plans, and as determined by the evaluatorpractice.
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. C) Evidence compiled and presented by the Educator, including: • Evidence of fulfillment of Standard IV: Professional CultureEducator or the Principal, including, but not limited to, :
i) Evidence of fulfillment of professional responsibilities and growth such as self-self- assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture; and/or other items as described under Standard IV: Professional Culture. • ;
ii) Evidence of fulfillment of Standard III: Family and Community Engagement, including, but not limited to active outreach to and engagement with families, for example, phone logs, newsletters, conferences, district approved applications and platforms such as websites and email correspondence and /or other items as described in Standard III: Family and Community Engagement.;
ii. iii) Evidence of progress towards professional practice goal(s)goal;
iii. iv) Evidence of progress toward student learning outcomes goal(s).
ivgoal. Student Feedback (subject to negotiations)
v. Any other relevant evidence from any source that Over the Evaluator shares with course of the Educator. Other relevant evidence could include information provided by other evaluators/administrators such as Educator Plan, the superintendent. Relevant information from other sources educator will be assessed by the Evaluator and information will be shared with the Educator.
vi. An Educators submission of evidence to support meeting the indicators of performance for Standard I: Curriculum, Planning and Assessment and Standard II: Teaching All Students, is optional as this evidence is typically gathered by the Evaluator during a classroom observation. Submission of evidence supporting either Standards I or II can provide additional data for inclusion in the Formative or Summative Reports. If an Educator chooses to submit evidence for these categories, it is suggested that the evidence be included by the time the Summative Report will be written.no less than twelve
Appears in 1 contract
Samples: Collective Bargaining Agreement
