MA Department of Elementary
and Secondary Education
Model Evaluation System Documents
Part I: District-Level Planning and Implementation Guide
Part II: School-Level Planning and Implementation Guide
Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrators and Teachers
Part III: Appendix D. Specialized Instructional Personnel
Part IV: Model Collective Bargaining Contract Language
Part V: Implementation Guide for Principal Evaluation
Part VI: Implementation Guide for Superintendent Evaluation
Final Laws and Regulations
The Mandate to Implement a New Educator Evaluation System
On June 28, 2011 the Massachusetts Board of Elementary and Secondary Education adopted new regulations to guide the evaluation of all educators serving in positions requiring a license – teachers, principals, superintendents, and other administrators. 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. By 2013-14, every district in the Commonwealth will be phasing in evaluation processes and procedures that are consistent with the new regulations.
To do so will require changes in culture and practice in many schools and districts. The Task Force that crafted recommendations for the regulations found that in many schools in the Commonwealth—and nationwide—the educator evaluation process is ineffective. Too often, they found, the process is divorced from student learning and is superficial, ritualistic and passive, experienced by many as something “done to them.” Fewer than half of teachers and administrators polled described their own experience of evaluation as a process that contributed to their professional growth and development.
The new regulations are designed to change all this when well-implemented. Each educator will take a leading role in shaping his/her professional growth and development.
§ Every educator will assess his/her own performance and propose one or more challenging goals for improving his/her own practice. A formal process for reflection and self-assessment creates the foundation of a new opportunity for educators to chart their own course for professional growth and development.
§ Every educator will be using a rubric that offers a detailed picture of practice at four levels of performance. District-wide rubrics set the stage for both deep reflection and the rich dialogue about practice that our profession seeks.
§ 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.
§ Every educator will be expected to consider team goals, a clear indication of the value the new process places on both collaboration and accountability.
§ Every educator will compile and present evidence and conclusions about their performance and progress on their goals, ensuring that the educator voice is critical to the process.
These and other features of the new educator evaluation system hold great promise for improving educator practice, school climate and student learning. To turn promise into reality, every educator—and the teams they work with—will need to be supported to do this new work effectively and efficiently. This Implementation Guide aims to provide support for school leadership, evaluators of school staff, and educators as they plan for and implement the new regulations.
 For the full text of the regulations, see http://www.doe.mass.edu/lawsregs/603cmr35.html
The above summary is reproduced from the DESE Model System Planning Guide, Part II
Hudson Educator Evaluation Committee