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Massachusetts Model System for Educator Evaluation

Participant Handouts for Training Module 5: Gathering Evidence

August 2012

Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu

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Module 5, Handout 1: Educator Goal Setting and Educator Plan FormEducator—Name/Title: T. Wilson, sixth-grade science teacher

Primary Evaluator—Name/Title: P. Randolph, principal

Supervising Evaluator, if any—Name/Title/Role in evaluation: N/A

School(s): George Washington Middle School

Check all that apply:1 Proposed Goals Final Goals Date: 9/19/2011

A minimum of one student learning goal and one professional practice goal are required. Team goals must be considered per 603 CMR 35.06(3)(b). Attach pages as needed for additional goals or revisions made to proposed goals during the development of the Educator Plan.

Student Learning S.M.A.R.T. GoalCheck whether goal is individual or team; write team

name if applicable.

Professional Practice S.M.A.R.T. GoalCheck whether goal is individual or team; write team

name if applicable.

Individual Team: _ _______________

Goal 1:Each of my Intermediate and Advanced ELL students will demonstrate mastery of science content standards based on unit assessments throughout the year.

Individual Team: ___ Science Team___________

Goal 2:In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.

S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented;R=Rigorous, Realistic, and Results Focused; T=Timed and Tracked

Educator—Name/Title: T. Wilson, sixth-grade science teacher

Primary Evaluator—Name/Title: P. Randolph, principal

Supervising Evaluator, if any—Name/Title/Role in evaluation: N/A

School(s): George Washington Middle School Educator Plan: Self-Directed Growth Plan Directed Growth Plan

Developing Educator Plan Improvement Plan*

1 If proposed goals change during Plan development, edits may be recorded directly on the original sheet, or revised goals may be recorded on a new sheet. If proposed goals are approved as written, a separate sheet is not required.

Participant Handouts for TrainingModule 5: Gathering Evidence August 2012 Page 1 of 23

Plan Duration: Two-Year One-Year Less than a year

Start Date: September 19, 2011 End Date: June 1, 2012

X Educator Goal Setting form with final goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.

Student Learning Goal(s): Planned ActivitiesDescribe actions the educator will take to attain the student learning goal(s).

Activities may apply to individual and/or team. Attach additional pages as needed.

Action Supports/Resources From School/District2 Timeline, Benchmarks, or Frequency

1. Identify student knowledge level at the beginning of each unit using a formative assessment.

2006 MA Science Curriculum Framework

2011 MA Revised Curriculum Framework for ELA and Literacy (Standards for Literacy in Science)

Frequency: Prior to each unit

Process benchmark: Development/refinement of formative assessments for each unit

Outcome benchmark: Analysis of student knowledge level related to content standard(s) using formative assessment results prior to each unit

Evidence:_______________________

*Additional detail may be attached if needed.


Professional Practice Goal(s): Planned ActivitiesDescribe actions the educator will take to attain the professional practice goal(s).Activities may apply to individual and/or team. Attach additional pages as needed.

ActionSupports/

Resources From School/District1

Timeline, Benchmarks, or Frequency

4. Research evidence-based instructional strategies that target vocabulary development and academic language with ELL students. Identify a minimum of two instructional strategies for use in my classroom.

Weekly science team meetings

ELL specialist

By October 1, read Teaching Basic & Advanced Vocabulary by Marzano and share insights with science team

By October 1, meet with ELL specialist to discuss evidence-based instructional strategies for teaching academic language and vocabulary to ELL students

By October 15, identify two instructional strategies to use in my classroom

Evidence:___________________________________

5. Pilot two instructional strategies related to teaching symbols, key terms, and other domain-specific works and phrases effectively with ELL students. Use exit slips at least weekly to measure student mastery of new vocabulary and/or scientific language.

Weekly science team meetings

Frequency: Weekly meetings Process benchmark: Include weekly vocabulary in

Monday lesson plans as well as instructional strategy that will be used to teach it

Process benchmark: Weekly analysis of exit slips to assess student mastery of new vocabulary and/or scientific language and determine effectiveness of instructional strategy. Make adjustments if needed.

Outcome benchmark: Implemented lesson plans that incorporate identified instructional strategies

Outcome benchmark: Improved mastery of scientific vocabulary and discourse by Intermediate and Advanced ELL students with possible cause/effect relationship to specific instructional strategy

Outcome benchmark: “bank” of effective resources/instructional strategies to inform future ELL science instruction

Evidence:___________________________________

Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership,” is “aligned to statewide Standards and Indicators in 603 CMR 35.00 and local Performance Standards,” and “is consistent with district and school goals.” (See 603 CMR 35.06 (3)(d) and 603 CMR 35.06(3)(f).)

Signature of Evaluator P. Randolph Date 9/23/11

Signature of Educator T. Wilson Date 9/23/11

* As the evaluator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c)), the signature of the educator indicates that he or she has received the Educator Goal Setting form with the “Final Goals” box checked, indicating the evaluator’s approval of the goals. The educator’s signature does not necessarily denote agreement with the goals. Regardless of agreement with the final goals, signature indicates recognition that “It is the educator’s responsibility to attain the goals in the plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.” (See 603 CMR 35.06(4).)

1 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).


http://www.doe.mass.edu/lawsregs/603cmr35.html?section=06

Module 5, Handout 2: Observation Evidence Collection Form Educator—Name/Title:

Evaluator—Name/Title:

School(s):

Educator Plan: Self-Directed Growth Plan Directed Growth Plan Developing Educator Plan Improvement Plan*

Plan Duration: Two-Year One-Year Less than a year _____

Observation Number: Observation Date: Observation Time/Duration:

Observation Location (e.g., classroom, grade-level meeting, etc.): Intended Observation Focus: higher-order thinking (school focus on rigor)

Observation EvidenceWhat did the educator and students say and do?

Aligned Indicator

Vocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers, predator, prey)—aligned to standards (on board).

Your facilitation is very well balanced in terms of your guidance versus student driven.

Application, analysis, synthesis, evaluation = yes!—yay!“What evidence do you have?” Yes—this is what we were talking about in terms of getting them deep!

Use of Spanish to support ELLs in the class—used to translate vocabulary (producers and consumers), clarify directions and make connections to cognates (“primary is like primero”).

Harris , Valerie , Gerry! Big improvement! These guys are way ahead of last year, huh?

Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38). Student disagreement in choral response (showing a lack of understanding around 1:38)—Teacher reviewed the concept of heterotrophs versus autotrophs.

Material is interesting and expectations clear—the worst anyone is behaving is pretty compliant.

I-A (Curriculum and Planning)

II-A (Instruction)

II-A (Instruction)

II-A & II-D (Instruction and Expectations)

I-B (Assessment)

Feedback to the EducatorDo you script your questions?It might be interesting to show them the article from today’s paper about cougars returning to the local area.Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their overall understanding at the conclusion?Good use of class choral responses to check student understanding.Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the end of the unit? How are planning to bring this focus on analysis and higher-order thinking into subsequent lessons?


P. Randolph, principal

George Washington Middle School

9/29/11 1:30–1:40

Classroom

T. Wilson, sixth-grade science teacher

1

Module 5, Handout 3: Set A, Artifact 1 Cover Page Educator—Name/Title:


School(s):



Artifact Title/Name:

Submission Date:

Artifact EvidenceWhat aspects of educator performance does this artifact illustrate?

Aligned IndicatorI-A(Curriculum and Planning)

II-A (Instruction)

II-B (Learning Environment)

Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).

Standards and Indicators for Effective Teaching Practice: Rubric OutlineI. Curriculum, Planning, and

Assessment II. Teaching All Students III. Family and Community Engagement IV. Professional Culture

I-A. Curriculum and Planning

I-B. AssessmentI-C. Analysis

II-A. InstructionII-B. Learning EnvironmentII-C. Cultural ProficiencyII-D. Expectations

III-A. EngagementIII-B. CollaborationIII-C. Communication

IV-A. ReflectionIV-B. Professional GrowthIV-C. CollaborationIV-D. Decision MakingIV-E. Shared ResponsibilityIV-F. Professional

Responsibilities





Two-Day Lesson Plan—November 21-22, 2011

11/30/11

Lesson Plans T. Wilson Sixth-Grade Science DAY 1 Objective Students will be able to:

Construct definition of the word “diffusion.” Construct a definition of the word “active transport.” Distinguish between active and passive transport/diffusion. Indicate why both diffusion and active transport are necessary for the absorption of

nutrients.Resources Lesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”

Two-Day Lesson—Day 1Vocabulary Diffusion—When a substance spreads out from one place to another.

Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.

Lesson Cycle/Activities Do Now:Use the glossary to look up the words “active transport” and “passive transport” and add them to you list of definitions on Lesson 6 Notes.Direct Instruction: Teacher will explain that there is another way—besides diffusion—that our bodies

absorb nutrients from food. Teacher does a quick review of diffusion.Independent Practice: Students will assign themselves jobs and pick up lab materials. They will conduct Day 1

of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will record their data on their data table.

Guided Instruction:Students will go verbally through procedures of Inquiry 6.1. Since the membranes are defective and will not allow us to physically complete the lab,

we will go through each step and make predictions of what would happen if a sugar solution was put into a membrane and set into a water-filled test tube versus if a starch solution was put in a membrane and set into a water-filled test tube.

Students will hypothesize which solution will be able to pass through the membrane after 15 minutes and why.

Students will describe why they will need Benedict’s solution and Lugol’s solution to complete the test.

Direct Instruction: Teacher explains what “passive transport” and “active transport” are.

Assessments/Homework Exit slip—quick write-up on passive and active transport (flip index card).Tuesday: In your own words, the difference between active and passive transport. Modified: Use Venn diagram.

Modifications (gifted, special education, ELL)

Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).


Lesson Plans T. Wilson Sixth-Grade Science DAY 2Objective Students will be able to:

Distinguish between active and passive transport/diffusion. Indicate why both diffusion and active transport are necessary for the absorption of

nutrients. Summarize the digestive processes that take place in the small intestine. Add to study notes.

Resources Lesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and ThroughTwo-Day Lesson—Day 2

Vocabulary Diffusion—When a substance spreads out from one place to another.Passive transport—The movement of nutrients from one place to another that does not require energy from cells.Active transport—The movement of nutrients from one place to another that does require energy from cells.Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.Permeable—Allowing all liquids or gases to pass through a membrane.Semipermeable—Only certain substances can pass in and out of a membrane.ATP—The substance made in your body that gives off energy for active transport to take place.Small intestine, large intestine, liver, pancreas, and gall bladder

Lesson Cycle/Activities Do Now:Update your binder.Direct Instruction: Teacher will talk through the science notes as students write them down. Teacher explains that today’s lesson will involve role play.Guided Practice: Teacher will put Student Sheet 6.1 on the overhead projector and allow students to

come up and put their answers on the transparency. Teacher will also post the two homework articles, “Spies: The Long and Winding Tube”

and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to review and highlight with different colors.

Independent Practice: Students will make study flash cards based on the science notes the teacher has given;

they included these cards in their ISB. Students will develop a skit and role-play how active transport works (students in

predetermined triads; one ELL student/group).Assessments/Homework Classroom observations.

Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the small intestine in 10+ lines; use content vocabulary!Modified: 5+ lines; continue focus on content vocabulary.

Modifications (gifted, special education, ELL) Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco

Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).


Module 5, Handout 4: Set B, Artifact 1 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned IndicatorI-C(Analysis)

II-D(Expectations)









Responsibilities





Q1 Unit Assessment Data

11/30/11

T. Wilson Q1 Unit Assessment Data

Analysis of ELL student progress, by question type (multiple choice [MC], short answer, essay; score out of 10)

Unit 1 Assessment (9/30) Unit 2 Assessment (10/19) Unit 3 Assessment (11/9) MC Short

Answer

Essay

Avg Scor

e

MC Short Answe

r

Essay

Avg Scor

e

MC Short Answe

r

Essay

Avg Scor

eMiguel 8.0 6.0 6.0 6.7 8.0 7.0 6.0 7.0 8.0 6.0 7.0 7.0Jonathan

7.0 6.0 6.0 6.3 8.0 6.0 6.0 6.7 8.0 7.0 7.0 7.3

Adrianna

9.0 7.0 7.0 7.7 8.0 8.0 7.0 7.7 9.0 7.0 8.0 8.0

Saul 6.0 5.0 5.0 5.3 7.0 6.0 5.0 6.0 7.0 6.0 6.0 6.3Edward 7.0 6.0 6.0 6.3 8.0 6.0 7.0 7.0 9.0 7.0 7.0 7.7Aldo 7.0 5.0 6.0 6.0 7.0 6.0 6.0 6.3 9.0 6.0 7.0 7.3Melodi 6.0 5.0 5.0 5.3 7.0 6.0 5.0 6.0 6.0 6.0 5.0 5.7Marco 6.0 4.0 4.0 4.7 7.0 5.0 5.0 5.7 6.0 6.0 6.0 6.0ELL Avg 7.0 5.5 5.6 6.0 7.5 6.3 5.9 6.5 7.8 6.4 6.6 6.9

(+.5

) (+.8) (+.3) (+.5)(+.3

) (+.1) (+.3) (+.4)Non-ELL Avg 8 7.5 7 7.5 8 8 7.5 7.8 9 8.5 8.5 8.7


Module 5, Handout 5: Set B, Artifact 2 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned IndicatorIV-C(Collaboration)

IV-A (Reflection)








IV-A. ReflectionIV-B. Professional GrowthIV-C. CollaborationIV-D. Decision-makingIV-E. Shared ResponsibilityIV-F. Professional

Responsibilities





Science Team Meeting Minutes—November 4, 2011

11/30/11

Science Team Meeting Minutes—November 4 (Quarter 1, Week 10)

Present:V. AndersonE. AveryR. DavidC. ElliottS. MichaelsR. SmithT. Wilson

Quarter 1 team focus: Build shared understanding of the implications of CCS instructional shifts in ELA on the science classroom, and begin to make changes to our own practices to support student learning and college and career readiness.Item ActionsReviewed and discussed article on “CCS and the Science Classroom” and take-aways for team. (Thanks, T. Wilson, for finding and sharing this article!)

Data update: All participants share data of recent unit assessment(s).

Returned to discussion on doing writing-based miniresearch projects into each quarter; shared writing objectives for Quarter 2 opening units. Reviewed Draft 2 of shared rubric.

Finalized plans for museum field trips in December.

Finalized Quarter 2 team goal: Will keep the same goal but add “a focus on Writing from Sources and Academic Vocabulary.”

Upcoming:Family Learning Night in January—we need to start generating ideas. (V. Anderson will bring information from last year.)

* All teachers should try at least two strategies from pp. 8–21 and bring evidence of practice to next two meetings.* R. Smith will check out the links to science readings and suggest top picks for us by 11/12.* T. Wilson will ask Ms. Avila to attend a November meeting to follow up on ELL questions we generated (share questions ASAP with Ms. Avila via e-mail).

* Everyone identified a partner who had students that showed success in an area of their weakness to discuss instructional strategies with during common planning time.

* Everyone will tweak writing objectives and send out by Wednesday. Everyone will respond to each other via e-mail. Bring final copy to 11/4 meeting.* T. Wilson will revise rubric and send out by Friday via e-mail (please read before 11/4 meeting).* E. Avery will check afterschool library support available. * Still to decide: Do we need examples to share with students? (Final decision needed 11/4!)

None (reminder: permission slips out before Thanksgiving break).

Next meeting: November 4 Reminder: meeting 11/12, not 11/11 (Q2, W1—Monday holiday)


Module 5, Handout 6: Set C, Artifact 1 Cover PageEducator—Name/Title:


School(s):




Submission Date:


Aligned IndicatorIII-C (Communication)

III-B (Collaboration)








IV-A. ReflectionIV-B. Professional GrowthIV-C. CollaborationIV-D. Decision-makingIV-E. Shared ResponsibilityIV-F. Professional

Responsibilities





Family Communication Log, 10/28/2011–12/2/2011

12/15/11

Family Communication Log—T. Wilson

Date Person ContactedCommunication

Type Nature of Communication (Reason and Outcome)10/28

Alex’s mom, CC: Team

E-mail Reason: Concerns about Alex’s lab reportsOutcome: Sent copies of lab report rubric and a high-quality example

10/31

Trevor’s mom Telephone Reason: Wants printouts of all Quarter 1 assignments to go over with Trevor to help him improve for 2nd quarterOutcome: Will discuss with team on Monday, printouts in report card envelope

11/7 Trevor’s dad Telephone Reason: Share notes from Monday team meeting—disengagement on Trevor’s part, inconsistent effort, especially on quizzes and tests (in-class work better)Outcome: Not too bad, will talk to Trevor regarding the questions we have

11/11

Marco’s mom E-mail Reason: Follow-up from conference, sending vocabulary list and reminder about cardsOutcome: She followed up that they would complete them; clarified they are not for extra credit

11/11

Trevor’s mom Telephone Reason: Explain questions about first quarter assignments—Mom: embarrassment level is highOutcome: Accordion file with assignment book; challenge with research topic, but actual writing is going better

11/14

Katherine’s mom Telephone and e-mail

Telephone: left messageReason: concern about Katherine’s conference as student ledOutcome: Katherine came

11/15

Marco’s mom E-mail Reason: shared quiz score and high use of vocabulary; sent new list for next week

11/19

Katherine’s mom, counselor, gifted teacher

Telephone Reason: Katherine was upset in large group, couldn’t concentrate, bad day; behavior affecting learning (challenged?)Outcome: Gifted services

11/20

Thomas’s mom and dad, team, counselor

In person Reason: Thomas’s social skills concerns—how he is perceived by others and working with lab partnerOutcome: Thomas will meet with counselor on Fridays

11/24

Nicole’s mom Telephone Left message—response to note regarding conferences

11/24

Trevor’s mom Telephone Left message—research paper is going well and new system seems to be working well

12/2 Dominick’s mom, counselor

Telephone Reason: Dominick’s behavior impacting learning—not doing work, acting up in classOutcome: Sign assignment notebook every night


Module 5, Handout 7: Set C, Artifact 2 Cover Page Educator—Name/Title:


School(s):




Submission Date:


Aligned IndicatorIII-C(Communication)

III-B(Collaboration)

I-C(Analysis)









Responsibilities





Parent E-Mail Exchange With Mother of Marco Martinez

12/15/11

From: Wilson, TomSent: Wednesday, 11/9/2011, 2:15 p.m.To: Martinez, JuliaSubject: Digestion Unit Vocabulary

Dear Mrs. Martinez,As we discussed at our last conference, I’m attaching a list of key vocabulary for the unit on digestion that starts next week. We committed to working together on two things:

1. Helping Marco keep his materials for science organized so that he can use these resources to study (so you will now have this vocabulary list as a “backup”—and, as a reminder, it is also on this “this week” tab on our class website: www.gwsmithschool.org/sciencerocks/6thgrade).

2. Helping Marco prioritize daily review of vocabulary at home so that he does more learning of these terms “along the way” rather than only studying the night before a quiz.

I hope you can take these next steps with Marco:1. Have him make vocabulary cards (word on the front, definition on the back).2. Set up a nightly schedule for five minutes of review—maybe during dinner, maybe right before bed—but some

time when he will review the cards and you can either monitor him or work directly with him.Please keep me posted on how this at-home activity goes this week so that we can continue to work together to support Marco’s science learning. I hope we’ll see great results on this week’s quiz!

Mr. WilsonScience TeacherGeorge Washington Middle School

From: Martinez, JuliaSent: Thursday, 11/10/2011, 8:30 p.m.To: Wilson, TomSubject: RE: Digestion Unit Vocabulary

Thank you for sending the vocabulary list. Marco is making the vocabulary cards tonight, but he feels like this is “extra work.” Will he get extra credit for making these cards?

Thank you again, Mrs. Martinez

P.S. Can you send more index cards? Thank you!


From: Wilson, TomSent: Thursday, 11/10/2011, 11:30 p.m.To: Martinez, JuliaSubject: RE: Digestion Unit Vocabulary

Dear Mrs. Martinez,

Thanks for your follow-up e-mail and question. It’s great for us to keep communicating in support of Marco’s science learning. I reminded Marco today that making these vocabulary cards is absolutely “extra work,” but it is not for extra credit —it is to help him improve his science grade. Specifically, I mentioned to him:

Using science vocabulary appropriately improves his class discussion grade. Including the science vocabulary improves his lab reports. Learning the science vocabulary improves his quiz and test scores.

He seemed to understand why this work was required and why we are talking about it so much; keep me posted on any more questions that come up at home. I will send a pack of index cards early next week.


From: Wilson, TomSent: Tuesday, 11/15/2011, 2:20 p.m.To: Martinez, JuliaSubject: Quiz score

Dear Mrs. Martinez,Marco received a 6/10 on today’s quiz. While that score still has room for improvement, I wanted to let you know it was his highest score of the quarter and that he included more vocabulary in his short-answer questions than any other quiz this year. Let’s continue with our plan next week—I attached the list here for the circulatory system, the new unit we’re starting, so you have them as backup at home. Let me know if you have questions.



Module 5, Handout 8: Teacher Rubric At-a-Glance The 4 Standards, 16 Indicators, and 33 elements in the Model Rubric for teachers:

(The complete Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher is available at http://www.doe.mass.edu/edeval/model/.)

Standard I:Curriculum, Planning, and

AssessmentStandard II:

Teaching All StudentsStandard III:

Family and Community EngagementStandard IV:

Professional Culture

A. Curriculum and Planning Indicator1. Subject Matter Knowledge2. Child and Adolescent Development3. Rigorous Standards-Based Unit Design4. Well-Structured Lessons

A. Instruction Indicator1. Quality of Effort and Work2. Student Engagement3. Meeting Diverse Needs

A. Engagement Indicator1. Parent/Family Engagement

A. Reflection Indicator1. Reflective Practice2. Goal Setting

B. Assessment Indicator1. Variety of Assessment Methods2. Adjustments to Practice

B. Learning Environment Indicator1. Safe Learning Environment2. Collaborative Learning Environment3. Student Motivation

B. Collaboration Indicator1. Learning Expectations2. Curriculum Support

B. Professional Growth Indicator1. Professional Learning and Growth

C. Analysis Indicator1. Analysis and Conclusions2. Sharing Conclusions With Colleagues3. Sharing Conclusions With Students

C. Cultural Proficiency Indicator1. Respects Differences2. Maintains Respectful Environment

C. Communication Indicator1. Two-Way Communication2. Culturally Proficient Communication

C. Collaboration Indicator1. Professional Collaboration

D. Expectations Indicator1. Clear Expectations2. High Expectations3. Access to Knowledge

D. Decision-Making Indicator1. Decision Making

E. Shared Responsibility Indicator1. Shared Responsibility

F. Professional Responsibilities Indicator1. Judgment2. Reliability and Responsibility


http://www.doe.mass.edu/edeval/model/

Module 5, Handout 9: Plan for the Collection and Organization of Evidence

Elements of the Plan Notes: What, Where, When, and How…

SUPP

ORT

Support the development of detailed

Educator Plans

Identify common artifacts all or most

educators will be expected to collect and

analyze

Standard I: Curriculum,

Planning, and Assessment

Standard II: Teaching All

Students

Standard III: Family and Community

Engagement

Standard IV: Professional

Culture

Share examples of high-quality evidence

ORG

ANIZ

E

Identify a system for collecting and organizing

evidence (paper based, e-mail

driven, cloud supported)

Determine a schoolwide process by which

educators should submit evidence

(how and when)Calendar

(ensure that agreed-upon supports and

resources are available throughout the year; identify and calendar

regular points of contact)

COM

MU

NIC

ATE

EXPE

CTAT

ION

S Communicate schoolwide expectations

to all educators: what, how and when to share

evidence (faculty meeting, e-mail, calendar reminders, etc.)


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