Pursuant to new state law in regards to how educators are evaluated for their performance, in June 2011, the Massachusetts Board of Elementary and Secondary Education adopted new regulations on the implementation of a new model system for educator evaluation. The focus of the new system emphasizes teacher and educator growth and development.
As a Race to the Top (federal grant) district, Melrose Public Schools is in the first year of implementation of the teacher and administrator evaluation system. The MPS vision of the model is to create a professional learning culture characterized by collaboration, communication and trust and focused on improving teaching and learning for all.
The Evaluation Process
At all steps of the process, the educator and evaluator collaborate and communicate. The evaluator is also providing continual feedback to the educator on their goals and their performance towards the standards.
Self-Assessment-The educator begins the process by completing a self-assessment considering their own professional learning and student outcomes.
Development of SMART Goals-The educator develops at least two goals, one goal for their own professional learning and a second on student learning. Goals are SMART when they are as follows:
- Specific and strategic
- Rigorous, realistic, and result-oriented
- Timed and tracked
Goals are based on school and district goals, analysis of students’ needs, and the standards. Educators may also develop goals in collaboration with other educators in teams. The following are some examples of SMART goals:
- Professional Goal: During the school year, I will learn and use an increasing number of rituals, routines, and responses that prevent most behaviors that interfere with student learning.
- Student Outcome Goal: By the end of the current school year, the percentage of grade 5 students scoring 3.0 on the non fiction writing rubric will increase to 85% as measured by the end of year writing prompt.
Action Plan-With SMART goals developed, the educator develops a plan with specific actions and benchmarks for meeting the goals.
Implementation of the Plan-The educator begins to implement the plan while also collecting evidence to show their implementation and achievement towards their SMART goals.
Educator Observations-The educator is observed by their evaluator using frequent unannounced visits in addition to some scheduled visits. The observations are followed by feedback to the educator on their performance.
Formative Assessment/Evaluation-Half way through the process, the evaluator provides the educator feedback on the achievement of their goals and also their performance. The educator will also provide evidence to their evaluator of their progress towards their goals.
Summative Assessment/Evaluation-The process is completed with the evaluator completing a final assessment. The educator submits evidence to their evaluator of their achievement of the goals. The educator is rated as either unsatisfactory, needs improvement, proficient, or exemplary in the four standards. Educators not meeting the standards are placed on an improvement plan.
The Four Standards
Teachers are assessed on rubrics that describe in detail what performance looks like for four standards. The standards outline the broad categories of knowledge, skills, and performance of effective instruction. The rubric outlines what unsatisfactory, needs improvement, proficient, and exemplary looks like in the four standards. The four standards are as follows:
- Curriculum, Planning, and Assessment- The teacher promotes learning through high quality instruction, authentic assessments, planning, and the use of data to help inform their instruction.
- Teaching All Students-The teacher is able to meet the needs of all students through high expectations and the creation of a safe and effective learning environment.
- Family and Community Engagement-The teacher partners with families and the community to promote the learning of all their students.
- Professional Culture-The teacher is a collaborative member of the school community through reflection of their practice and work with teams. The teacher also is a continual learner by continuing their own professional development.
Separate rubrics and standards are available for school level administrators, superintendents, and other educators.
Beginning with the 2013-2014 school year, the educator evaluation system will incorporate student performance on state assessments and district assessments. The state assessment, such as MCAS, may be one measure in addition to district, school-wide, and teacher assessments.
The Melrose Public Schools will continue to provide professional development to the educators and evaluators to support implementation. The district will also continue to refine and strengthen the system.
For More Information:
- Massachusetts Department of Elementary and Secondary Education Educator Evaluation Information-http://www.doe.mass.edu/edeval/
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