603 CMR 35.00
Evaluation of Teachers and Administrators
35.01: Authority, Scope and Purpose
(1) 603 CMR 35.00 is adopted pursuant to authority granted to the Board of Education in M.G.L. c.69, §1B and c.71, §38.
(2) The specific purposes of evaluation under M.G.L. c.71, §38 and 603 CMR 35.00 are:
(a) to provide information for the continuous improvement of performance through an exchange of information between the person being evaluated and the evaluator, and (b) to provide a record of facts and assessments for personnel decisions.
(3) The purpose of 603 CMR 35.00 is to ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators which will enable them to assist all students to perform at high levels. 603 CMR 35.00, together with the Principles of Effective Teaching and Principles of Effective Administrative Leadership adopted by the Board of Education, set out what Massachusetts teachers and administrators are expected to know and be able to do. 603 CMR 35.00 requires that school committees establish a rigorous and comprehensive evaluation process for teachers and administrators, consistent with these principles, to assure effective teaching and administrative leadership in the Commonwealth's public schools.
35.02: Definitions
Administrator shall mean any person employed in a school district in a position requiring a certificate as described in 603 CMR 7.10(34) through (38) or who has been approved as an administrator in the area of vocational education as provided in 603 CMR 4.00 et seq.
Evaluation shall mean the ongoing process of defining goals and identifying, gathering and using information as part of a process to improve professional performance (the "formative evaluation") and to assess total job effectiveness and make personnel decisions (the "summative evaluation").
Evaluator shall mean any person designated by a superintendent, consistent with the procedures set out in 603 CMR 35.06, who has responsibility for evaluation.
Performance Standards shall mean the performance standards locally developed pursuant to M.G.L. c.71, §38, 603 CMR 35.00, and the Principles of Effective Teaching and Principles of Effective Administrative Leadership adopted by the Board of Education.
School Committee shall mean the school committee in all cities, towns and regional school districts, local and district trustees for vocational education, educational collaborative boards, boards of trustees for the county agricultural schools and the board of trustees of a charter school.
Superintendent shall mean the person employed by the school committee pursuant to M.G.L. c.71, §59 or §59A. The superintendent is responsible for the implementation of 603 CMR 35.00. S/he shall be evaluated by the school committee pursuant to 603 CMR 35.00 and such other standards that may be established by the school committee.
Teacher shall mean any person employed in a school district in a position requiring a certificate as described in 603 CMR 7.10(1) through (33), and 603 CMR 7.10 (39) through (42), or who has been approved as an instructor in the area of vocational education as provided in 603 CMR 4.00 et seq.
35.03: Principles of Evaluation
(1) The performance standards shall be measurable.
(2) The performance standards shall reflect and allow for significant differences in assignments and responsibilities. These differences shall be described in evaluation reports.
(3) The performance standards shall be shared with the person being evaluated in advance of the evaluation process.
(4) The purpose of evaluation shall be stated clearly, in writing, to the person being evaluated.
(5) The evaluation process shall be free of racial, sexual, religious and other discrimination and biases as defined in state and federal laws.
(6) The person being evaluated shall be allowed to gather and provide additional information on his/her performance. Such information must be provided in a timely manner and must be considered by the evaluator.
(7) The person being evaluated shall have an opportunity to respond in writing to the evaluation reports.
35.04: Performance Standards for Teachers and Administrators
(1) School committees shall establish performance standards for teachers upon the recommendation of the superintendent and in accordance with the process described in M.G.L. c.71, §38, including conducting a public hearing and engaging in collective bargaining and, if necessary, in binding interest arbitration. All performance standards established for teachers shall be consistent with and meet the Principles of Effective Teaching adopted by the Board of Education.
(2) School committees shall establish performance standards for the evaluation of all administrators upon the recommendation of the superintendent. Performance standards for those administrators who are subject to collective bargaining shall be developed in accordance with M.G.L. c.150E. All performance standards established for administrators shall be consistent with and meet the Principles of Effective Administrative Leadership adopted by the Board of Education.
(3) School committees are encouraged to establish programs and standards which provide for a rigorous and comprehensive evaluation process for teachers and administrators. The evaluation process may include consideration of the extent to which students assigned to teachers and administrators satisfy student academic standards or individual education plans, and the successful implementation of professional development plans, as provided in M.G.L. c.69, §1B and c.71, §38.
35.05: Implementation and Reporting
Prior to September 1, 1996, each school committee shall file its evaluation procedures and performance standards for teachers and administrators with the Department of Elementary and Secondary Education unless such school committee is then engaged in the interest arbitration process described in M.G.L. c.71, §38. The superintendent shall certify that the performance standards established pursuant to 603 CMR 35.04 meet the requirements of 603 CMR 35.00 and are consistent with all of the Principles of Effective Teaching and Principles of Effective Administrative Leadership adopted by the Board of Education.
35.06: Procedures for Evaluation
(1) Responsibility for Evaluation
(a) The school committee is responsible for ensuring that adequate resources are available to evaluate all administrators and teachers without professional teacher status at least annually and to evaluate teachers with professional teacher status at least once every two years and to assist teachers and administrators to improve their performance. (b) The superintendent, by means of a comprehensive evaluation, shall cause the performance of all teachers and administrators within the school district to be evaluated pursuant to 603 CMR 35.00 and the Principles of Effective Teaching and Principles of Effective Administrative Leadership adopted by the Board of Education and any consistent, supplemental performance standards as the school committee may require. (c) The superintendent is responsible for ensuring that all evaluators have training in the principles of supervision and evaluation and have, or have available to them, expertise in the subject matter and/or areas to be evaluated.
(2) Gathering Information
The evaluator shall use information from a variety of sources including direct observation and/or other documented information.
(3) Reporting Results
(a) Evaluation reports shall be communicated orally and in writing to the person being evaluated. (b) Evaluation reports shall recognize areas of strength and identify all areas needing improvement. (c) For any aspect of performance which needs improvement, the evaluation report shall specify what the individual needs to do to meet the performance standards. (d) A reasonable amount of time shall be provided to permit the individual to implement the recommendations for improvement of performance and to meet the performance standards.
35.07: Board of Education Review
The Board of Education shall review the performance standards submitted pursuant to 603 CMR 35.05 no less than every two years in order to ensure that the evaluation standards and procedures established by each school committee meet the requirements of 603 CMR 35.00 and are consistent with the Principles of Effective Teaching and Principles of Effective Administrative Leadership adopted by the Board of Education.
Letter from the Commissioner
August, 1995
Dear Friends,
I am pleased to announce that on July 20, 1995, the Board of Education approved revisions to the Regulations for the Evaluation of Teachers and Administrators, and for the first time the state has articulated what it means to be an effective teacher or administrator by establishing Massachusetts' first set of Principles of Effective Teaching and Administrative Leadership. The Principles are in line with the values and goals for students described in the Common Core of Learning and the Curriculum Frameworks.
The Principles are not standards, but rather, guidelines to facilitate discussion at the local level on the best teaching and administrative leadership practices in schools and districts, to guide professional development planning and programs, and to provide information for employment decisions.
Three working groups with members representing teacher unions; professional associations for principals, superintendents, school committees, and personnel administrators; parents; and the business community met over the course of a year to develop recommendations on principles of effective teaching, principles of effective administrative leadership, and the educator evaluation process. The proposed regulations and principles were sent to all school superintendents, school committee chairs, principals, professional associations and unions, higher education presidents and education deans, and others for comment. Now, this set of Regulations and Principles has wide support and I am looking forward to hearing how they will be used locally to assist school districts in their work.
Sincerely,
Robert V. Antonucci
Commissioner of Education
Principles of Effective Teaching And Examples Of Descriptors
I. Currency In The Curriculum
The teacher is up to date regarding curriculum content
Demonstrates a working knowledge of the core curriculum of the teacher's assignment. Frames curriculum around essential questions in the discipline that provide opportunities for reasoning, logic, analysis and synthesis when planning units, lessons, and assessments. Keeps current in the field and applies knowledge to the instructional program. Contributes to the ongoing evaluation of the curriculum.
II. Effective Planning and Assessment of Curriculum and Instruction
The teacher plans instruction effectively.
Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work. Sets short-term and year-long goals for curricular units which derive from unifying themes of fundamental importance to students' present or future lives. Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs. Uses materials and resources, including technologies, that are appropriately matched to curricular goals and to students' needs and learning styles. Frames curriculum around students' own prior knowledge and experience and identifies prerequisite skills, concepts, and vocabulary that are important for students to know in order to be successful at a task. Seeks out and collaborates with school-based specialists, resource personnel, including technology specialists, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum. Plans engaging ways to introduce each unit of study. Plans frequent instructional opportunities where students are interacting with ideas, materials, teachers and one another. Designs curriculum experiences in which students take increasing responsibility for their own learning. Integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools (e.g., calculators, computers, etc.) within the discipline. The teacher plans assessment of student learning effectively.
Determines specific and challenging standards for student learning. Develops and uses authentic assessment which describes a student's learning process as well as his/her learning achievements. Incorporates time for individual and interactive reflection including response journals, debriefings and group discussions. The teacher monitors students' understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate.
Regularly uses a variety of formal and informal authentic assessments of students' achievement and progress for instructional revisions and decision-making. Implements evaluation procedures which appropriately assess the objectives taught. Communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records and other artifacts. Prepares and maintains accurate and efficient record-keeping systems of the quality and quantity of student work. Uses individual and group data appropriately; maintains confidentiality concerning individual student data and achievement.
III. Effective Management of Classroom Environment
The teacher creates an environment that is positive for student learning and involvement.
Implements instructional opportunities where students are interacting with ideas, materials, teachers and one another. Implements curriculum experiences in which students take increasing responsibility for their own learning. Demonstrates an openness to student challenges about information and ideas. Uses classroom time and classroom space to promote optimal learning. Understands principles and patterns of child growth and development and uses this knowledge in working with students. Establishes classroom procedures that maintain a high level of students' time-on-task and that ensure smooth transitions from one activity to another. The teacher maintains appropriate standards of behavior, mutual respect and safety.
Maintains systematic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations. Manages routines effectively. Maintains appropriate professional boundaries with students. Serves as a positive role model for students.
IV. Effective Instruction
The teacher makes learning goals clear to students.
Makes connections between concepts taught and students' prior knowledge and experiences. Regularly checks for students' understanding of content and concepts and progress on skills. Identifies confusions and misconceptions as indicated by student responses and regular assessment strategies. Remediates, reteaches, or extends teaching to meet individual and/or group need. Communicates clearly in writing and speaking, using precise language. Understands and shows students the relevance of the subject to life-long learning. The teacher uses appropriate instructional techniques.
Uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio-visual presentations, lecture, discussions and inquiry, practice and application; and the teaching of others. Provides options for students to demonstrate competency and mastery of new material, including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios. Uses a variety of appropriate materials in order to reinforce and extend skills, accommodate learning styles and match instructional objectives. Causes students to become cognitively active in summarizing important learnings and integrating them with prior knowledge. Demonstrates working knowledge of current research on optimum means for learning a particular discipline. The teacher uses appropriate questioning techniques.
Uses a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas. Presents information recognizing multiple points of view; encourages students to assess the accuracy of information presented. The teacher evaluates, tries innovative approaches, and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.
Regularly tries innovative approaches to improve instructional practices. Continually evaluates, tries innovative approaches and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence about learning. Assesses instructional strategies in authentic ways by comparing intended and actual learning outcomes.
V. Promotion of High Standards and Expectations for Student Achievement
The teacher communicates learning goals and high standards and expectations to students.
Regularly communicates objectives or learning outcomes to students. Regularly provides feedback to students on their progress on goals and objectives. Communicates standards, expectations and guidelines regarding quality and quantity of students' work, work procedures and interpersonal behavior to students and parents. Responds to students' answers and work so as to keep students open, thinking, and willing to take risks and to persevere with challenging tasks. Models the skills, attitudes, values and processes central to the subject being taught. The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum.
Uses prompt feedback and student goal setting in order to increase student motivation and ownership of learning. Develops and supports students' awareness of themselves as learners and their ability to overcome self-doubts associated with learning and take risks. Nurtures students' eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully. Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction. Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values student work, study and inquiry. Regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions. Identifies students who are not meeting expectations and develops a plan that designates the teacher's and the student's responsibilities regarding learning. Demonstrates attitudes of fairness, courtesy and respect that encourage students' active participation and commitment to learning. Builds positive relationships with students and parents to enhance students' abilities to learn effectively. Recognizes and responds appropriately when an individual student is having social and/or emotional difficulties which interfere with learning and/or participation in class.
VI. Promotion of Equity and Appreciation of Diversity
The teacher strives to ensure equitable opportunities for student learning.
Provides opportunities to include all students in the full range of academic programs and activities and extra-curricular activities. Addresses the needs of diverse student populations by applying and adapting constitutional and statutory laws, state regulations and Board of Education policies and guidelines. The teacher demonstrates appreciation for and sensitivity to the diversity among individuals.
Demonstrates sensitivity to differences in abilities, modes of contribution, and social and cultural backgrounds. Develops and implements educational and organizational strategies that are effective in meeting the needs of a diverse student body. Functions effectively in a multi-lingual, multi-cultural and economically diverse society.
VII. Fulfillment of Professional Responsibilities
The teacher is constructive and cooperative in interactions with parents and receptive to their contributions.
Keeps parents informed of student's progress and works with them, in culturally appropriate ways, to aid in the total development of the student. Maintains professional boundaries with parents. The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district.
Maintains professional boundaries with colleagues. Works constructively with others to identify school problems and suggest possible solutions. Works collaboratively with other staff in planning and implementing interdisciplinary curriculum, instruction and other school programs and shares expertise and new ideas with colleagues. Participates in student or school activities. Cooperates with other teachers about students' overall work load. The teacher is a reflective and continuous learner.
Reflects about and acts on what students need to know and be able to do and about what the teacher can do to foster learning. Uses available resources to analyze, expand, and refine professional knowledge and skills; resources can include professional organizations, academic course work, school-based staff, administrative and community resources, and other colleagues. Participates in activities that demonstrate a commitment to the teaching profession. Seeks out information in order to grow and improve as a professional. Is receptive to suggestions for growth and improvement.
Principles of Effective Administrative Leadership And Examples Of Descriptors
I. Effective Instructional Leadership
The effective administrator works with others to create learning environments that address the needs of students.
The administrator facilitates the development of a shared mission and vision.
Demonstrates an understanding of the importance of mission and vision, based on a well developed philosophy and develops a collaborative vision that provides direction for the school or district. Recognizes that student learning must be the focus of all school programs and activities. The administrator encourages and uses a variety of strategies to assess student performance accurately.
Encourages teachers to view authentic learning and authentic assessment as linked. Uses a variety of valid, reliable, and unbiased instruments to assess the achievement of learner goals. Uses a cyclical, ongoing process to review and evaluate the goals, methods, and resources of programs and makes modifications as needed. The administrator applies current principles, practices, and research to foster effective teaching.
Demonstrates knowledge of the instructional process and teaching methodologies. Assists teachers to develop inquiry-based teaching practices. Assists and inspires teachers to make significant changes in practice as changes are dictated in the field. The administrator leads the renewal of curriculum and instructional programs.
Assures that the school's/district's curriculum and its implementation reflect the principles of the state's Common Core of Learning and Curriculum Frameworks. Encourages and assists staff to be knowledgeable in subject areas and also to identify connections between disciplines. Assists staff to distinguish between what is central and what is peripheral in the subject area when analyzing, planning, and supervising units, courses, and programs so that instruction time on central concepts, skills, and understanding are protected. Uses a broad and current knowledge of instructional trends to involve staff in curriculum planning and program improvement, based on the vision, goals, and needs of school, district, and community. The administrator promotes and models the effective use of appropriate instructional technologies.
Integrates the appropriate use of video, computers, telecommunications, and other technologies into the curriculum. Allocates fiscal and human resources for incorporating technology in the instructional process, accessing information and resources through electronic networks, e.g., Internet, and improving communication (e.g., e-mail, homework hotlines). The administrator holds teachers accountable for having high standards and positive expectations that all students can perform at high levels.
Enlists teachers in creating and communicating to students positive dispositions toward learning Works with teachers to establish high standards and expectations for student work. Assists teachers to make their expectations and how to meet them very clear to students. Promotes activities that honor academic excellence. The administrator works with teachers and other staff to supervise and evaluate their performance, using performance standards, and to identify areas for growth.
Understands and communicates performance standards for teachers, using the state's baseline standards as a foundation. Communicates consistent expectations that all teachers can meet standards and perform at high levels. Employs current supervision and evaluation models and practices to assess the performance of teachers and encourage growth. Encourages staff to improve practice through collegial activities such as modeling and peer mentoring. Evaluates classroom instruction in terms of teacher objectives and student performance; follows effective practices for improving teacher performance. Supports individuality of teacher approaches to classroom organization, management, and teaching styles. Monitors the assessment of performance to ensure that staff reach the levels set by the system. The administrator supports ongoing professional development.
Provides opportunities for all staff to engage in professional development that enhances curriculum renewal, staff performance, and student learning. Applies research on adult learning and development to design and provide for effective professional development. Fosters effective professional development based on research and models of desired practice including time for reflection, planning, problem solving and collaboration; repeated practice and feedback; and respect for individual adaptations. Encourages collegial approaches to professional development including mentoring, peer coaching, study groups, and group planning and problem-solving. Involves staff in identifying professional development needs. Monitors, documents, and assesses staff professional development activities. Supports staff sense of self-worth; recognizes and encourages teacher initiatives; celebrates individual and collective achievements. Ensures that growth of staff results in student learning and development.
II. Effective Organizational Leadership
The effective administrator creates a self-renewing organizational environment that consistently focuses on enabling all students to achieve at high levels.
The administrator applies research and organizational leadership skills.
Applies concepts of organizational behavior and organizational development in daily work. Analyzes the environment in which decisions are made and predicts the impact of those decisions on organizations accurately. Stimulates the development of new programs in areas where changing conditions or new professional insights encourage new approaches. Identifies opportunities to improve the organization's performance. The administrator demonstrates communication skills that are clear, direct, and responsive.
Communicates the school's vision, goals, needs and accomplishments to students, school personnel, families, and the community. Facilitates communication that yields results through team work, consensus, and inquiry. Makes use of reliable and professional sources of data, information, and analysis, including the use of technologies, to understand relevant professional issues. Demonstrates understanding of a speaker's point of view, opinions, and ideas even if they are different, new, or oppositional. Presents ideas clearly and concisely in writing. Adapts form and language to the audience (e.g., students, teachers, parents). Presents facts and ideas orally in individual and group situations; uses language that is clear, concise, and appropriate to the person or group. Presents facts and ideas clearly and concisely using visual and symbolic representations. Presents facts and ideas clearly and concisely using appropriate technologies. Communicates so that language and nonverbal cues are consistent, not conflicting. The administrator creates a positive, informed climate for collegial teaching and learning.
Understands the elements of a strong school culture for adults and is committed and prepared to strengthen them. Applies theories of human development, adult learning, and motivation to develop a community of learners. Provides an environment and culture where creativity, exchange of ideas, responsible risk-taking, and experimentation are shared, valued, and practiced. Builds a culture within the student body and staff that promotes learning. Creates a school climate that gives a sense of well-being and safety. Inspires in others a desire for growth and development. The administrator facilitates constructive change.
Uses approaches to organizational change, including processes for school-based management and school restructuring. Exhibits openness to new ideas from others; demonstrates originality in developing policies and procedures. Is receptive to new ideas and change, yet understands the need for stability in schools and society. The administrator plans for, models, and encourages collaboration and shared decision-making.
Develops, participates in, and maintains systems of shared decision making with department and/or school colleagues and the larger school community. Involves others in setting and accomplishing goals; recognizes when a group requires direction and uses appropriate intervention styles. Provides appropriate time and resources for collaborative planning. The administrator applies strategic planning techniques that foster systemic approaches and result in sound decisions.
Applies knowledge of human development, organizational development, and pedagogy to decision-making in the allocation of resources such as personnel, time, space, materials, and budget. Develops and implements long and short-term plans for educational program improvement, professional development, resource allocation, enrollments, and facilities consistent with the school and district mission. Assesses current reality, considers implications of solutions, and acts in the best interest of students. Makes use of reliable sources of data, information, and analysis to expand and deepen perspective on goals, objectives, and planning needs.
III. Effective Administration and Management
The effective administrator acts within legal and ethical guidelines to accomplish educational purposes and improve student learning.
The administrator carries out personnel selection, supervision, evaluation, and management functions for the school or district effectively.
Applies current principles and techniques of staffing, selection, orientation/induction, assignment, supervision, evaluation, motivation, and termination of personnel. Applies sound human resources knowledge and practices in personnel management and labor relations including conflict resolution, mediation and negotiation. Develops and implements procedures for evaluating personnel using Massachusetts' baseline performance standards, effective supervision and evaluation practices, and due process procedures. The administrator applies current knowledge of policy formation and legal requirements within the scope of his/her responsibility.
Applies knowledge of how teachers, the school, the district, and the community interact to create a school community. Applies knowledge of how policy and decisions are made through the legislative process, the local electoral process, and administratively. Understands and implements federal, state, and municipal laws, regulations, policies, and procedures including the implications of liability and requirements of due process. The administrator applies current knowledge of fiscal management policy and practices within the scope of his/her responsibility.
Applies principles of financial planning, including analyzing and evaluating the financial resources for school or system operation and translating program needs into cost requirements. Employs sound fiscal management procedures, methods, and techniques to prepare, revise, and monitor the school or district budget. Applies techniques for resource allocation and asset management. The administrator applies current knowledge of auxiliary programs (such as transportation, food services, pupil personnel services, maintenance, and facilities management) within the scope of his/her responsibility.
Knows the availability of community services and how to coordinate those services for students. Makes decisions concerning facilities and equipment management and needs to support school/district goals and objectives. Applies regulations regarding school facilities to ensure a barrier-free environment for students and staff. The administrator uses appropriate technologies to administer his/her responsibilities.
Applies technology management tools (e.g., databases, spreadsheets) to analyze information (e.g., school finance, student and staff record keeping, on-line school profiles) and make decisions.
IV. Promotion of Equity and Appreciation of Diversity
The effective administrator strives to ensure equity for all students and values diversity in the school environment.
The administrator strives to ensure equity among programs and learning opportunities for staff, students, and parents.
- Provides opportunities to include all staff, students, and parents in the full range of school and district programs and activities.
- Addresses the needs of diverse educational personnel and student populations by applying and adapting constitutional and statutory laws, state regulations, and Board of Education policies and guidelines.
The administrator demonstrates appreciation for and sensitivity to the diversity among individuals.
Demonstrates sensitivity to differences in abilities, modes of contribution, and social and cultural backgrounds. Develops and implements educational, political, and organizational strategies that are effective in meeting the needs of a diverse student body. Functions effectively in a multi-lingual, multi-cultural and economically diverse society.
V. Effective Relationships with the Community
The effective administrator interacts with the community responsibly to address the needs of students.
The administrator assesses the needs of parents and community members and involves them in decision-making.
Creates an environment for encouraging recommendations from parents, students, and community members to determine how the school/district can meet their needs. Involves parents and community members in developing the vision, goals, improvement plans, and programs for the school/district. Engages parents, students, and community members in improving student learning. The administrator promotes partnerships among staff, parents, business, and the community.
Communicates and interacts with parents, community groups and related service agencies in culturally appropriate ways and involves them in the education of students. Enlists volunteers to support instructional needs. The administrator interprets, articulates, and promotes the vision, mission, programs, activities, and services of the school/district.
Communicates the school's vision, goals, needs, and accomplishments to students, school personnel, parents, and the community. Deals with the media effectively to communicate to the public. Provides information to parents and the community through handbooks, brochures, fact sheets and other handouts available at the school or office. Meets with appropriate community groups in the attainment of objectives.
VI. Fulfillment of Professional Responsibilities
The effective administrator models professional behaviors that contribute to addressing the needs of students.
The administrator demonstrates enthusiasm for his/her own learning.
Demonstrates that life-long learning and professional development are necessary for self and others. Keeps abreast of current educational research and exemplary practices in area of expertise. Considers input from others as a basis for deciding to improve his/her practice and demonstrates a willingness to grow. Develops and implements a professional development plan based upon self and external evaluation. The administrator demonstrates and promotes an atmosphere of respect for self and others.
Demonstrates tolerance for alternative perspectives and encourages contributions from groups that challenge traditional thinking. Demonstrates sensitivity to differences in learning needs, modes of expression, and social and cultural backgrounds. The administrator models ethical behavior.
Interacts with others in a professional manner consistent with his/her role. Accepts responsibility for his/her own actions.
Regulatory Authority:
603 CMR 35.00: M.G.L. c.69, §1B; c.71, §38
last updated: August 1, 1995
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