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Archived Information

The Massachusetts Board of Elementary and Secondary Education

Charges to the Advisory Councils, 2011-2012

Members of Advisory Councils to the Board of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education
October 25, 2011


This summer, Department staff and I reviewed the annual reports that you submitted to the Board of Elementary and Secondary Education summarizing your advisory councils' work. These reports contained many thoughtful recommendations about ways that the Board and Department can continue to support and improve education for students, families, and educators in the Commonwealth. The reports have been shared with Department administrators and staff to inform their work.

As the work of the advisory councils begins for this new school year, I ask that your councils pursue specific charges that are focused on continuing the work that you have already begun, or developing further your recommendations to the Board and the Department. Some of this work may not be able to be completed in a single year. The progress that you make this year and in coming years will be considered by the Board and the Department as we continue our work in these areas. My charges to you for the 2011-2012 school year are as follows:

Advisory CouncilCharge
Adult Basic Education
  1. Advise ACLS on how to increase the number of adult basic education students who enter into and succeed in post-secondary education by reviewing the multiple strategies being implemented by ACLS.
  2. Assist in developing a plan to determine which strategies are most effective.
  3. Assist ACLS with developing ways of evaluating impact and outcomes.
Arts Education
  1. Continue work based on the recommendations for revision to the Arts Curriculum Framework, and link such recommendations with the work of the National Coalition for Core Arts Standards (NCCAS)
  2. Identify:
    • exemplary practitioners in the various disciplines of the Arts to assist with the revision process; and
    • possible partnership opportunities with exemplary practitioners and professional arts organizations, so that professional development opportunities that will educate all practitioners about integrating and implementing the Arts Curriculum Framework, may be provided statewide.
Community Service Learning
  1. Develop or identify models that integrate community service learning into the new Massachusetts curriculum frameworks that incorporate the Common Core Standards.
  2. Identify resources to support community service learning.
Educational Personnel
  1. Provide input/feedback on the implementation of the evaluation standards.
  2. Provide input/feedback related to proposed regulatory changes including, but not limited to, leadership standards and program approval.
  3. Make suggestions on strengthening the knowledge of our educator workforce in the area of English Language Learners.
  4. Recommend strategies for attracting and recruiting a diverse educator workforce.
Educational Technology
  1. Identify what opportunities may need to be created for educators to ensure that they have the necessary skills for online instruction.
  2. Identify the criteria for success in a classroom that uses digital content and assesses its students online.
English Language Learners/Bilingual Education
  1. Provide input and advice on the proposed options for preparation and training for teachers of academic content to English language learners in the sheltered English immersion program.
  2. Review WiDA (world-class instructional design and assessment), and made recommendations about implementing WiDA in school districts.
  3. Continue developing recommendations on ways to integrate parent and guardian involvement into professional development for all teachers, including updating the article/document created previously.
Gifted and Talented EducationConsider the implications of the educator effectiveness (evaluation) system for teachers of gifted and talented students, and recommend elements that would be useful to include in a model.
Global Education
  1. Continue work begun last year on identifying qualities present in school districts with strong global education programs.
  2. Research additional resources and existing programs for elementary and secondary schools/districts.
  3. Draft recommendations for districts as they develop new or sustain existing global education programs.
Interdisciplinary Health Education and Human Services
  1. Provide input on the revisions of the Health Education Curriculum Frameworks.
  2. Advise on new federal and state local Wellness Policy Provisions.
Life Management Skills
  1. Collaborate with schools, financial institutions, and consumer groups to develop 18 for 18s - A Guide to Entering Adulthood Responsibly in a way that incorporates changing technologies and thereby making the tool relevant to the intended audiences.
  2. Review the Health Frameworks and make specific recommendations about what revisions are needed to integrate and apply life skills from the 18 for 18s assessment tool.
  3. Pursue partnerships with secondary and post- secondary education administrators to promote 18 for 18s as a tool to be incorporated into curriculum and teacher professional development activities.
Mathematics and Science EducationConsider the implications of the educator effectiveness (evaluation) system for teacher of STEM, and recommend elements that would be useful to include in a model.
Parent and Community Education and Involvement
  1. Follow up on the suggestions voiced by Board members, including, but not limited to, identifying power indicators, parents as co-educators, and simple language version of the Fundamentals.
  2. Package the Fundamentals, i.e., add introduction, exemplars, etc.
  3. Pilot the Fundamentals and collect feedback.
Racial Imbalance
  1. Review, within the Commonwealth, the role of equity and its relationship to the academic progress and promise of all students, particularly students of color.
  2. Work with key representatives of MASS and MASC to look at school district policy that may negatively affect the academic progress of students of color and their families; or that include exemplars in their policy development.
  3. Assist ESE with the development of an analysis procedure that will explore differing levels of access by students to educational resources such as counseling services, availability of high quality AP courses, arts education and enrichment curriculum offerings, as well as after school and summer learning opportunities.
School and District Accountability and AssistanceContinue to advise on Level 3 and 4 school and district planning, planning for the first Level 5 schools and districts, and targeted assistance strategies. Refer to the statutory charge in G.L. c. 15,§ 1G.
Special EducationUsing the white paper Child-First Practice When Serving Students with Disabilities in Educational Settings" and "MA Family, School, and Community Partnership Fundamentals," develop technical assistance or recommended next steps to improve parent/professional partnerships in schools, with particular focus on that partnership when the student is a student with disabilities.
Technology/Engineering EducationConsider the implications of the educator effectiveness (evaluation) system for teachers of STEM, and recommend elements that would be useful to include in a model.
Vocational-Technical Education
  1. Make suggestions for improving students' college and career readiness.
  2. Research, identify issues and resources, and make suggestions on:
    • equitable, fair, and educationally sound State licensing opportunities for students enrolled in M.G.L. Chapter 74 programs;
    • the development and implementation of linkages between secondary-level vocational technical education and postsecondary education in community colleges and registered apprenticeship programs;
    • the development and implementation of a Certificate of Occupational Proficiency credential for students that will be valued by stakeholders, provide data to improve student achievement, be based on regularly updated VTE Frameworks, include a state-of-the-art competency tracking system as well as the attainment of Industry Recognized Credentials where appropriate; and
    • the RTTT plan on MassCore as the default curriculum, and advise on how to make it work in vocational technical programs.

Your feedback and input is invaluable as we move forward in our work. Thank you for your commitment and dedication to public education in the Commonwealth.

Given the Commonwealth's current fiscal conditions, I ask that you limit your meetings to four this year, unless you are specifically asked to meet more frequently. Annual reports should be submitted to the Department no later than June 29, 2012.

Last Updated: November 3, 2011
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