Since 2012, districts across Massachusetts have been working
with educators to enhance their evaluation systems.
For many years evaluation practices in the
Commonwealth were not consistent from district to district.
At worst, they involved ratings based on a small number of formal
observations and did not provide educators with differentiated
feedback or opportunities for growth.
To promote a consistent and meaningful experience, the
Department of Elementary and Secondary Education worked with a
taskforce of leading educational leaders � including practitioners,
researchers, and policymakers � to create an educator evaluation
framework grounded in a set of common standards of practice and
anchored by a cycle of continuous improvement led by the educator.
Placing student learning at the center
Promoting growth and development
Recognizing excellence Setting a high bar for tenure
Shortening timelines for improvement
In Massachusetts, the educator evaluation framework is designed to
meet 5 priorities.
First, Placing student learning at the center.
We know that great teachers and leaders
are central to students� success.
The evaluation framework must support
educators� ability to impact student learning.
Next, Promoting growth and development.
Educators must have opportunities to reflect on their
practice and seize opportunities to continue to refine their skills
throughout their careers.
Recognizing excellence is our third priority.
We want to identify and reward excellence in teaching and
leading.
The framework helps districts identify high performers and cultivate a
culture where these educators are empowered to support their
colleagues.
Another priority is Setting a high bar for tenure.
Entrants to the teaching force must demonstrate proficient
practice before earning professional teacher status.
Lastly, Shortening timelines for improvement.
Educators who do not demonstrate proficient practice face
accelerated timelines for improvement and are provided
intensive support in targeted areas.
All of our students deserve access to excellent teachers and leaders.
Principal 1 direct to camera Our shared goal as educators must
be nothing less than success for all students.
As study after study shows, the number one school-related
impact on student achievement is educator quality.
Our evaluation framework is designed to promote self-reflection
and continuous improvement, which will help us reach our goal.
It allows educators to drive their own
development and positions evaluators as coaches who provide
actionable feedback and align educators to needed supports.
The state�s role was to create a framework for effective evaluation
consistent across districts.
Each district�s role is to customize that
framework based on local needs.
So, Massachusetts� approach is not to
offer a �one size fits all� model but rather a set of statewide
expectations and a shared language.
What sets us apart from other states?
Every educator receives two ratings, one based on evidence of
practice and a second based on evidence of impact on student
learning.
The two separate ratings allow the educator and evaluator to
ensure that strong practice leads to strong results for our students.
We have built an educator evaluation framework.
All educators, from teachers to guidance counselors, to
principals, and superintendents; are participating in a common process of
reflection and planning grounded in statewide standards of effective
practice.
Our framework takes a holistic approach to examining educator
effectiveness.
We don�t use weights or algorithms and our evaluations
aren�t computed as scores.
Evaluators consider a wide array of evidence, including observations,
multiple measures of student learning, student or staff feedback,
and progress toward goals; before using professional judgment to
determine ratings.
The emphasis is much more on the process for
development than ratings.
We have come a long way from �check-the-box� evaluation and
through trust and collaboration we can ensure that all Massachusetts
students have access to excellent teachers and leaders.