As the journey continues, I'm wishing the new Massachusetts Teacher Evaluation System or Framework had an acronym. Let's see MFTE (Massachusetts Framework for Teacher Evaluation) or MSTE (Massachusetts' System for Teacher Evaluation) or MTES (Massachusetts Teacher Evaluation System). I guess MTES fits the best as it matches other MA acronyms such as MCAS and MTEL. Let me know if there is an acronym in place, something I've missed, as it would make these reflections more accessible.
In the meantime, I'm moving on to MA Teacher Evaluation Rubric Standard Two. Element 2A1 has implications for explicit teaching related to effective effort, perseverance, goal setting, and high quality work at the start of the year and throughout each lesson and unit. I suggest that your "learning to learn" unit at the start of the year include what effective effort and perseverance look like. I also suggest that teachers explicitly model what effective effort, perseverance, and goal setting/attainment looks like during the "learning to learn" unit in the first week or two of the year as well as throughout the year. Then educators should support students with regard to creating collective and individual initial goals and practicing perseverance.
As you reflect on Standard IIA1, think about how you will embed this standard at the start of the year, and throughout each unit and lesson during the year. Read the standard, indicator, element, element rubric, criteria, key points, questions, and evaluation grid. Then make a copy of the grid and add implications for your own practice. I've inluded an example of my own implications for your reference.
Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
Indicator II-A. Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels ofreadiness.II-A-1: Quality of Effort and Work
Criteria (from exemplary):
Consistently models and defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high quality work.
Key Points/Questions:
Consistently models and defines high expectations for quality work and effort. How will you determine and define quality work and effort related to the year in general, each lesson, and specific units for students?
Support students to set high expectations for each other to persevere and produce high quality work. What processes will be put into place to help students set high expectations, produce high quality work, persevere, and coach each other in this regard?
Reflections' Links
Reflection #1 Subject Matter Knowledge
Reflection #2 Child and Adolescent Behavior
Reflection #3 Rigorous Standards-Based Unit Design
Reflection #4 Well Structured Lessons
Reflection #5 Variety of Assessment Methods
Reflection #6 Adjustment to Practice
Reflection #7 Analysis and Conclusions
Reflection #8: Sharing Conclusions with Colleagues
Reflection #9 Sharing Conclusions with Students