How many goals are educators required to identify during each evaluation cycle?
Educators are required to propose a minimum of one student learning goal and one professional practice goal (603 CMR 35.06 (3)(f)
). In addition to these two goals, superintendents are encouraged to propose 3-5 district improvement goals (see Implementation Guide for Superintendent Evaluation
) and principals are encouraged to propose 3-5 school improvement goals (see Implementation Guide for Principal Evaluation
). For more information about the goal setting process, review the Goal Setting Sections in the School-Level Planning and Implementation Guide
and the District-Level Planning and Implementation Guide
The Transforming Educator Evaluation in Massachusetts (TEEM) Video Series
includes local educators discussing the goal setting along with other components of the 5-Step Evaluation Cycle.
Can educators identify team goals?
How is attainment of goals assessed?
Much of the evidence educators and evaluators collect documents progress toward meeting goals. Specifically, the evidence collected should demonstrate completion of action steps and the attainment of key benchmarks. The evaluator should assess all of the evidence related to an educator's goals and determine the extent to which the educator is progressing toward each goal (Formative Assessment/Evaluation) and, ultimately, whether or not the educator meets each goal (Summative Evaluation). For more information, read ESE's Performance Rating Guidance
Do the student learning and professional practice goals required in the educator evaluation regulations replace the goals on the Individual Professional Development Plans (IPDP) for educators?