Current through Register 1531, September 27, 2024
School committees shall establish evaluation systems and
Performance Standards for the evaluation of all teachers that include all of
the principles of evaluation, set forth in
603 CMR 35.00. School
committees may supplement the standards and indicators in 603 CMR 35.03 with
additional measurable performance standards and indicators consistent with
state law and collective bargaining agreements where applicable. The district
shall adapt the indicators based on the role of the teacher to reflect and to
allow for significant differences in assignments and responsibilities. The
district shall share the Performance Standards with teachers employed by the
district.
(1)
Curriculum,
Planning, and Assessment Standard. Promotes the learning and
growth of all students by providing high quality and coherent instruction,
designing and administering authentic and meaningful student assessments,
analyzing student performance and growth data, using this data to improve
instruction, providing students with constructive feedback on an on-going
basis, and continuously refining learning objectives.
(a)
Curriculum and Planning
Indicator. Knows the subject matter well, has a good grasp of
child development and how students learn, and designs effective and rigorous
standards-based units of instruction consisting of well-structured lessons with
measurable outcomes.
(b)
Assessment Indicator. Uses a variety of informal and
formal methods of assessment to measure student learning, growth, and
understanding, develop differentiated and enhanced learning experiences, and
improve future instruction.
(c)
Analysis Indicator. Analyzes data from assessments,
draws conclusions, and shares them appropriately.
(2)
Teaching All Students
Standard. 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.
(a)
Instruction
Indicator. 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 of readiness.
(b)
Learning Environment
Indicator. Creates and maintains a safe and collaborative learning
environment that values diversity and motivates students to take academic
risks, challenge themselves, and claim ownership of their learning.
(c)
Student Learning
Indicator. Demonstrates expected impact on student learning based
on multiple measures of student learning, growth, and achievement. For teachers
who are responsible for direct instruction, these measures must include student
progress on common assessments and, where available, statewide student growth
measures.
(d)
Cultural
Proficiency Indicator. Actively creates and maintains an
environment in which students' diverse backgrounds, identities, strengths, and
challenges are respected.
(e)
Expectations Indicator. Plans and implements lessons
that set clear and high expectations and make knowledge accessible for all
students.
(3)
Family and Community Engagement Standard. Promotes the
learning and growth of all students through effective partnerships with
families, caregivers, community members, and organizations.
(a)
Engagement
Indicator. Welcomes and encourages every family to become active
participants in the classroom and school community.
(b)
Collaboration
Indicator. Collaborates with families to create and implement
strategies for supporting student learning and development both at home and at
school.
(c) Communication
Indicator. Engages in regular, two-way, and culturally proficient communication
with families about student learning and performance.
(4)
Professional Culture
Standard. Promotes the learning and growth of all students through
ethical, culturally proficient, skilled, and collaborative practice.
(a)
Reflection
Indicator. Demonstrates the capacity to reflect on and improve the
educator's own practice, using informal means as well as meetings with teams
and work groups to gather information, analyze data, examine issues, set
meaningful goals, and develop new approaches in order to improve teaching and
learning.
(b)
Professional Growth Indicator. Actively pursues
professional development and learning opportunities to improve quality of
practice or build the expertise and experience to assume different
instructional and leadership roles.
(c)
Collaboration
Indicator. Collaborates effectively with colleagues on a wide
range of tasks.
(d)
Decision-making Indicator. Becomes involved in
school-wide decision-making, and takes an active role in school improvement
planning.
(e)
Shared
Responsibility Indicator. Shares responsibility for the
performance of all students within the school.
(f)
Professional Responsibilities
Indicator. Is ethical and reliable, and meets routine
responsibilities consistently.
