Evaluation Process

OVERVIEW: The system includes standards and rubrics for all educators: superintendents, principals, teachers and other licensed staff. This evaluation process is based upon the Massachusetts Model System, a comprehensive educator evaluation system designed by the Department of Elementary and Secondary Education (ESE). Complete descriptions of the system can be found at http://www.doe.mass.edu/edeval/model/.

The purpose of the system is to:

PROMOTE GROWTH AND DEVELOPMENT: The regulations are designed first and foremost to promote leaders’ and teachers’ growth and development. They place student learning at the center of the process using multiple measures of student learning as indicators of success.

INCLUDES ALL EDUCATORS: Superintendents, principals, teachers, and other licensed take a leading role in shaping his/her professional growth and development.

  • GOAL SETTING: Every educator assesses his/her own performance and proposes one or more challenging goals for improving his/her own practice. A formal process for reflection and self-assessment creates the foundation for educators to chart their own course for professional growth and development.
  • RUBRIC WITH CLEAR EXPECTATIONS: Every educator uses a rubric that offers a detailed picture of practice. District-wide rubrics set the stage for both deep reflection and the rich dialogue about practice that our profession seeks. Each indicator is broken down into elements that are, in turn, described at four levels. Rubrics are a tool for making explicit and specific the behaviors and actions present at each level of performance. They can foster constructive dialogue about those expectations and how to improve practice. The rubrics prompt careful analysis and discussion
Standards for Administrators Standards for Teachers
Instructional Leadership Curriculum, Planning and Assessment
Management and Operations Teaching All Students
Family and Community Engagement Family and Community Engagement
Professional Culture Professional Culture
  • EVIDENCE
    • Multiple measures of student learning, growth, and achievement, including classroom assessments, common assessments comparable across grade or subject district-wide, and state-wide growth measures where available, including the MCAS Student Growth Percentile (SGP) and World-class Instructional Design and Assessment (WIDA) growth scores and ;
    • Judgments based on observation and artifacts of professional practice, including unannounced observations of practice; and,
    • Additional evidence relevant to one or more Performance Standards (603 CMR 35.07(1)).
    • Student and staff feedback will be used as a source of evidence when evaluating teachers and administrators, and staff feedback will be used when evaluating administrators.

Rubric ratings include:

Proficient performance is understood to be fully satisfactory. This is the rigorous expected level of performance; demanding, but attainable.

Exemplary performance represents a level of performance that exceeds the already high standard of Proficient. A rating of Exemplary is reserved for performance on an Indicator or Standard that is of such a high level that it is a model for others. Few educators are expected to earn Exemplary ratings on more than a handful of indicators.

Needs Improvement indicates performance that is below the requirements of a Standard but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected. For new educators, Needs Improvement can be understood as “developing’ in cases where the educator is “on track” to proficiency within three years.

Unsatisfactory performance is merited when performance has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard and is considered inadequate, or both.

  • STUDENT NEEDS: Every educator will also consider their students’ needs using a wide range of ways to assess student growth and propose one or more challenging goals for improving student learning. They will be able to monitor progress carefully and analyze the impact of their hard work.
  • TEAM GOALS: Every educator will be expected to consider team goals, a clear indication of the value the new process places on both collaboration and accountability.
  • EVIDENCE OF GOAL ATTAINMENT: Every educator will compile and present evidence and conclusions about their performance and progress on their goals, ensuring that the educator's voice is critical to the process.

 

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