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Educator Evaluation

Frequently Asked Questions

Section:

  1. Regulations
  2. ESE Supports & Engagement
    1. Communications
    2. Integration with other Initiatives
      1. Licensure and Professional Development
      2. MA Curriculum Frameworks
      3. Educator Preparation
      4. Other District Priorities
    3. Model System
  3. 5-Step Cycle & Summative Performance Rating
    1. Training
    2. Rubrics
    3. Goal Setting
    4. Evidence (including Student and Staff Feedback)
    5. Student and Staff Feedback
    6. Formative Assessment/Evaluation and Summative Performance Rating
  4. Student Impact Rating
    1. Implementation and Timing
    2. Statewide Growth Measures
    3. DDMs
  5. Data Reporting & Confidentiality
  6. View all

stopline

III. 5-Step Cycle & Summative Performance Rating

 
e.
Student and Staff Feedback
 
1.
What types of feedback must be incorporated into educator evaluations?
 
Each district must collect student feedback for use in educator evaluations and staff feedback for use in administrator evaluations. Part VIII of the Model System Download PDF Document  Download MS WORD Document includes guidance on collecting and analyzing student and staff feedback.
 
 
 
2.
Who is required to use student and staff feedback?
 
According to the regulations (603 CMR 35.07 (1)), student feedback is a required piece of evidence for all educators and staff feedback is required for administrators.
 
 
 
3.
Are districts required to incorporate feedback from students with disabilities in educator evaluation?
 
While the regulations do not specify student populations, feedback from a representative sample of an educator's student population should be incorporated. According to the Administration Protocol Download PDF Document  Download MS WORD Document for the MA Model Survey, "Collecting feedback from students with special needs is a valuable part of the evaluation process. Districts should make every effort to include all students, or a representative sample of all students, in their feedback collection. When students with disabilities engage in providing feedback, any accommodations must be consistent with IEPs and 504 Plans."
 
 
 
4.
How much does student and staff feedback "count" in an educator's evaluation?
 
Consistent with other guidance, there is no point value or numerical weight associated with feedback in an educator's evaluation. Districts have the flexibility to determine how student and staff feedback informs the evaluation process. Student and staff feedback may be gathered at multiple points in the 5-step evaluation cycle and considered formatively, summatively, or both. ESE is recommending student and staff feedback be used to inform an educator's self-assessment, shape his or her goal-setting process, and/or demonstrate changes in practice over time.
 
 
 
5.
What tools and resources has ESE provided to help districts implement student and staff feedback?
 
ESE has developed model survey instruments for collecting student and staff feedback:
  • Student surveys about classroom teacher practice (for students in grades 3-5 and 6-12)
  • Staff surveys about school leadership practice (including principals, assistant principals, directors, etc.)
  • Discussion prompts for K-2 students about classroom teacher practice
The ESE Model Feedback Surveys are optional for districts and are available in short and long forms. Survey items were developed, tested, and refined through a rigorous pilot project in the 2013-14 school year, a detailed description of which is included in Appendix D of Part VIII Download PDF Document  Download MS WORD Document. The model surveys have the following characteristics:
More information about the ESE Model Feedback Surveys and related guidance is available on the student & staff feedback webpage.
 
 
 
6.
Do districts have flexibility in the identification of feedback instruments for educators?
 
Yes. Districts may choose to implement district-wide feedback instruments, such as student or staff surveys, or they may create processes by which educators and evaluators can identify feedback instruments at the individual educator level (educator-specific instruments). These approaches are not mutually exclusive, and leaders may settle on a combination of district-wide and educator-specific instruments in order to best meet the needs of all educators. ESE has provided sample alternate approaches to collecting feedback in Part VIII of the Model System Download PDF Document  Download MS WORD Document and the Guidebook for Inclusive Practice.

Districts are not required to adopt the model surveys. ESE recognizes that many districts may already have a history of collecting student and staff feedback (e.g., through the use of surveys). The model surveys are an available resource, aligned to the MA Standards and Indicators, but are not required.
 
 
 
7.
Were educators involved in the development of the ESE Model Feedback Surveys?
 
Yes. ESE is indebted to the 10,000 students and 1,500 staff who piloted survey items during the 2013-14 school year, and to the more than 2,200 students, parents, teachers, and school and district administrators who provided input along the way. For more information about the survey development process, including stakeholder engagement, read Appendix D of Part VIII Download PDF Document  Download MS WORD Document.
 
 


Last Updated: December 30, 2015
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