Education Laws and Regulations
Final Regulations On Evaluation Of Educators
These regulations replace the current Regulations on Evaluation of Teachers and Administrators and accompanying Principles of Effective Teaching and Principles of Effective Administrative Leadership, as adopted in 1995.
603 CMR 35.00
Evaluation of Educators
|35.01: ||Scope, Purpose, and Authority|
|35.03:||Standards and Indicators of Effective Teaching Practice|
|35.04:||Standards and Indicators of Effective Administrative Leadership Practice|
|35.05:||Evaluation of Administrators under Individual Employment Contracts|
|35.07:||Evidence Used in Evaluation|
|35.08:||Performance Level Ratings|
|35.09:||Student Performance Measures|
|35.10:||Peer Assistance and Review|
|35.11:||Implementation and Reporting|
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35.09: Student Performance Measures
(1) Student Performance Measures as described in 603 CMR 35.07(1)(a)(3-5) shall be the basis for determining an educator's impact on student learning, growth, and achievement.
(2) The evaluator shall determine whether an educator is having a high, moderate, or low impact on student learning based on trends and patterns in the following student performance measures:
At least two state or district-wide measures of student learning gains shall be employed at each school, grade, and subject in determining impact on student learning, as follows:
- MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA) shall be used as measures where available, and
- Additional District-determined Measures comparable across schools, grades, and subject matter district-wide as determined by the superintendent may be used in conjunction with MCAS Student Growth Percentiles and MEPA scores to meet this requirement, and shall be used when either MCAS growth or MEPA scores are not available.
For educators whose primary role is not as a classroom teacher, appropriate measures of their contribution to student learning, growth, and achievement shall be determined by the district.
(3) Based on a review of trends and patterns of state and district measures of student learning gains, the evaluator will assign the rating on growth in student performance consistent with Department guidelines:
A rating of high indicates significantly higher than one year's growth relative to academic peers in the grade or subject.
A rating of moderate indicates one year's growth relative to academic peers in the grade or subject.
A rating of low indicates significantly lower than one year's student learning growth relative to academic peers in the grade or subject.
(4) For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the evaluator's supervisor shall discuss and review the rating with the evaluator and the supervisor shall confirm or revise the educator's rating. In cases where the superintendent serves as the evaluator, the superintendent's decision on the rating shall not be subject to such review. When there are significant discrepancies between evidence of student learning, growth, and achievement and the evaluator's judgment on educator performance ratings, the evaluator's supervisor may note these discrepancies as a factor in the evaluator's evaluation.
603 CMR 35.00: M.G.L. c.69, §1B; c.71, §38