Educator Evaluation

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[1]. 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.

[1] For the full text of the regulations, see

The above summary is reproduced from the DESE Model System Planning Guide, Part II

Hudson Educator Evaluation Committee

As a district receiving Race To The Top (RTTT) grant funding, the Hudson Public Schools must implement a new system of educator evaluation in September 2012. Implementing a new evaluation system is a very large task and will necessarily become a major initiative of the school system. 

The HEA and school administration actually began a process to consider changes to the existing teacher evaluation model well in advance of the new law, back in spring 2010. The Committee, meeting at that time, was put on hold as it became evident that a mandated system was under consideration by the legislature. The Committee has been reconstituted and expanded.

Our Committee will address the mandates of the new law and regulations. This Committee will serve as an element of contract negotiations between the Hudson School Committee and the Hudson Education Association (HEA) as certain aspects of implementing a new evaluation system are subject to collective bargaining.

It is imperative that every licensed educator learn about the new requirements as everyone must become an active participant as required by the new regulations. The Quick-Study documents on this page are a good introduction to key concepts. The Committee will use this page to update all of our licensed educators as plans progress.

I am optimistic that this new system, if we do a good job implementing it, can be a positive force in moving our school system ahead. If we use this opportunity to build an evaluation system with student learning at the center, and build a process that is focused on individual and team professional growth, we can strengthen our identity as a community of learners dedicated to continuous improvement.

--- KML