EDUCATOR EVALUATION New Regulation adopted on June 28, 2011

N EW E VALUATION S YSTEM FOR T EACHERS In August, 2010, a task force was convened with the goal of recommending a new model to evaluate Massachusetts teachers and administrators. Task force members included NEA, MTA, Teachers, Administrators, Superintendents, and other professionals. The task force consisted of 40 members, and they delivered a recommendation in March, The Board of Education met over the next several months, held a public hearing and voted on new educator regulations.

W HAT D OES T HIS M EAN FOR Y OU ? All teacher evaluations in Massachusetts must be revised to meet new regulations. Administration and teacher associations must collaboratively develop teacher evaluation changes. Our choices are: 1. Adapt model DESE plan 2. Adopt model DESE plan 3. Revise current teacher evaluation pursuant to regulations.

5 Step Evaluation Cycle Continuous Learning

All Phase I evaluations are based on a 5-step cycle 1.Self-Assessment - Educators reflect on and assess their professional practice. 2.Analysis, Goal Setting, and Plan Development - Educators meet with their evaluators to review self-assessments, develop goals and a plan. 3.Implementation of the Plan - Educators implement the action steps outlined in their plan and engage in professional development and support needed to be successful. 4.Formative Assessment/Evaluation - Evaluator and educator review educator’s progress toward goals by observations (at least one unannounced). Evaluator issues formative performance ratings. 5.Summative Evaluation - Evaluator assesses the educator’s performance against the standards and progress on professional practice goals. Evaluator determines overall summative ratings using the performance ratings.

P ERFORMANCES S TANDARDS OLD Principles of Effective TeachingNEW Principles of Effective Teaching Currency in the Curriculum Effective Planning & Assessment of Curriculum & Instruction Effective Management of Classroom Environment Effective Instruction. Promotion of High Standards & Expectations for Students Achievement. Promotion of Equity & Appreciation of Diversity Fulfillment of Professional Responsibilities Curriculum, Planning & Assessment Teaching All Students Family & Community Engagement Professional Culture

PERFORMANCE RATINGS Exemplary: shall mean that the educator’s performance consistently & significantly exceeds the requirements of a standard or overall. Proficient: shall mean that the educator’s performance fully & consistently meets the requirements of a standard or overall. Needs Improvement: shall mean that the educator’s performance on a standard or overall is below the requirements of a standard or overall, but is not considered to be unsatisfactory at this time. Improvement is necessary & expected. Unsatisfactory: shall mean that the educator’s performance on a standard or overall has not significantly improved following a rating of needs improvement, or the educator’s performance is consistently below the requirements of a standard or overall and is considered inadequate or both.

Rubrics For Each Standard Have Been Created I-A. Elements UnsatisfactoryNeeds Improvement Proficient Exemplary I-A-1. Subject Matter Knowledge Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject. Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject. Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject. Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element. Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. Indicator I-A.Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

A Plan For Everyone…  All educators in their first three years: Development Plan (one year)  Performance rated as proficient or exemplary: Self-directed Growth Plan (one or two years)  Performance rated as in need of improvement: Directed Growth Plan (up to one year)  Performance rated as unsatisfactory: Improvement Plan (up to one year)

Where Are We Now? Where Are We Now? The evaluation committee has been formed. The members are: AdministrationTeachers 1.Sheila Muir – Assistant Superintendent 2.Cindy Fensin – Human Resources Manager 3.Sue Musnicki – Principal 4.Trisha Worthington – Principal 5.Jason Gilmartin – Assistant Principal 1.Chris Carlson – ElementaryTeacher 2.Dot Verheyen-Cudjoe – Social Studies Teacher 3.Matt Shorten – Special Needs Teacher 4.Anne Skrzypczak – Speech & Language Pathologist 5.Danielle Stankaitis – Math Teacher

And… The committee is receiving professional development through: a)DESE b)Consult with MTA c)Gathering information through other districts & professionals. The committee is meeting once a month and our first meeting was held on Wednesday, January 25, 2012.

Where Are We Going? PHASE I Fully developed by DESE and piloted in various districts, which is the new performance standards, ratings and rubrics. Must be in place by September PHASE II Use of student achievement data (2 year trends only). Guidelines and expectations are under development. PHASE III Use of student feedback. (Feasibility of parent feedback still being studied by DESE).

What do we do next? Teacher survey MTA presentation planned in the near future Monthly meeting of the evaluation committee Regular updates for the faculty

How do I learn more? Visit the DESE educator evaluation website:

And Finally… The sentiment of the committee is to: Carefully examine what we currently have. Keep as much as possible that is working. Change what is not working. Meet mandated regulations.