The Massachusetts Educator Evaluation Framework, adopted by the Board of Elementary and Secondary Education in 2011, is designed to promote student learning, growth, and achievement by providing educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability.
There are six key features of the Educator Evaluation Framework:
The Standards and Indicators for both teachers and administrators establish a statewide understanding about what effective teaching and administrative practice looks like (603 CMR 35.03 and 603 CMR 35.04):
The Standards and Indicators are "translated" into rubrics that describe practice in detail at different levels of performance. Educators and evaluators use the rubric most appropriate to the role of the educator as a foundation for self-assessment, evidence collection, formative assessment and summative evaluation
Learn more about the Model Rubrics.
Evaluators rely upon three types of evidence to assess educator performance on the Standards and Indicators (603 CMR 35.07(1)):
Multiple measures of student learning, growth, and achievement, including classroom assessments, common assessments comparable across grade or subject district-wide, and state-wide growth measures where available, including the MCAS Student Growth Percentile (SGP) and ACCESS for English Learners.
Judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and
Additional evidence relevant to one or more Performance Standards, including student feedback as a source of evidence when evaluating teachers, and staff feedback as a source of evidence when evaluating administrators.
Learn more about Evidence Collection.
Educators receive a rating on each Standard and overall (603 CMR 35.08). All educators earn one of four ratings: Exemplary, Proficient, Needs Improvement, or Unsatisfactory. Each rating has a specific meaning:
Exemplary performance represents a level of performance that exceeds the already high standard of Proficient. A rating of Exemplary is reserved for performance that is of such a high level that it could serve as a model.
Proficient performance is understood to be fully satisfactory. This is the rigorous expected level of performance; demanding, but attainable.
Needs Improvement indicates performance that is below the requirements of a Standard but is not considered to be Unsatisfactory at the time. Improvement is necessary and expected.
Unsatisfactory performance is merited when performance has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard and is considered inadequate, or both.
Learn more about Performance Ratings:
Performance Rating Guidance
Quick Reference Guide on the Summative Performance Rating
The Summative Performance Rating determines the type of educator plan an educator will use in their next cycle.
Learn more about Educator Plans .
The 5-Step Cycle drives the evaluation process and includes the following steps:
Learn more about the 5-Step Evaluation Cycle.
As educators strive to meet students' academic and social-emotional learning needs after several unprecedented school years, the educator evaluation process provides an opportunity to meaningfully support, recognize, and develop practice. Please click the Implementation Resources tab (left) to access resources and practical tools to help focus and streamline the experience of evaluation in order to ensure that all educators are supported, receiving high-quality feedback, and recognized for their efforts.
DESE is updating the Model Rubrics for School Level Administrators and Classroom Teachers to integrate and strengthen culturally responsive and relevant practices within the Standards and Indicators of Effective Teaching and Administrative Leadership. Please visit Model Rubric Updates to access the draft rubrics and learn more about the 2022-23 pilot of the School Level Administrator Rubric.
Last Updated: July 11, 2022
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