Download or read book Massachusetts Model System for Educator Evaluation written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Massachusetts Model System for Educator Evaluation Webinar written by and published by . This book was released on 2012 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educator Evaluation written by Catherine Brown and published by . This book was released on 2016 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: There has been a sea change in teacher evaluation over the past eight years. Inspired in part by President Barack Obama's policies, schools have instituted teacher evaluation systems that include multiple measures of teacher impact. Model systems are aligned to systems of continuous improvement, helping teachers identify areas of weakness in their practice and linking them with related support. This shift toward more formal systems of evaluation is essential to ensure high-quality teaching and learning. Evaluation systems are not the only lever for improving teacher quality, but when they are well-designed, they can be a critical part of teacher development and support because they provide a framework from which teachers can improve their practice. In recent years, teacher evaluation systems have come under fire in some communities. Teachers and advocates have argued that student test scores are not an accurate or fair way to assess teacher performance. Though only a small fraction of the teacher workforce has standardized testing connected to their performance evaluation, this argument has taken hold. Nevertheless, many teachers and system leaders have embraced the need to improve teacher evaluation systems so that they become tools for improving practice and ensuring teachers are receiving appropriate supports. As federal policies shift to provide states and districts greater flexibility to craft their own evaluation systems, Massachusetts offers an interesting model. It has been less controversial because test scores serve as merely a check on the system rather than a driver of it. In addition, instead of using an algorithm to determine teacher effectiveness, Massachusetts empowers school leaders to use their judgment to make these decisions. By empowering evaluators and educators--who are able to determine their own growth plans if they are high-performing--and embedding the evaluation system within a broader system of feedback and professional development, the Massachusetts model supports continuous improvement of educators.
Download or read book The Massachusetts Educator Evaluation Framework and Transformational Leadership Alignment written by Martin J. McEvoy and published by . This book was released on 2014 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent Massachusetts Educator Evaluation Regulations (CMR 35.00) articulates goals that include growth and improved performance by teachers. Despite this stated goal, however, it is unclear if the policy is consistent with transformational leadership, which has shown correlation with growth and performance. In fact, the policy may instead bring about unintended consequences associated by some with evaluations in general, such as promoting "inspectional and fault finding supervision . . . [that] has serious consequences for the improvement of teaching and student achievement" (Glanz, 2005, p. 3). Through a discursive analysis of the Educator Evaluation Regulations (CMR 35.00) and semi-structured interviews with teachers and school leaders, this qualitative study investigates the alignment of transformational leadership theory to the evaluation regulations as written and as understood by teachers and educational leaders. In addition, drawing from the disciplines of psychology, communications, and organizational theory, a new transformational leadership model is presented. The conceptualization of transformational leadership theory serves as both an analytical framework for this study and responds to calls made by prominent transformational leadership theoreticians such as Bass and Riggio (2006) and Burns (1978) to explicate the theory's inner mechanisms.
Download or read book Educator Evaluation and the Use of the Early Warning Indicator System EWIS Updated September 9 2013 written by Massachusetts. Department of Elementary and Secondary Education and published by . This book was released on 2013 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Massachusetts Department of Elementary and Secondary Education first released the Early Warning Indicator System (EWIS) data for grades 1-12 in the 2012-13 school year. The Department created the EWIS in direct response to educators' requests for early indicator data across multiple grade levels. The EWIS is a "tool to systematically identify students that may need additional attention in order to reach an upcoming academic goal" (expected student outcome). The EWIS was developed by looking at the actual outcomes of Massachusetts students in prior years and statistically validating a wide range of student level data to best predict whether current students are on track to meet upcoming academic goals. The information provided in this document may be helpful as districts continue to roll out educator evaluation systems aligned to the Massachusetts Educator Evaluation Framework.
Download or read book Principals Perceptions of the Massachusetts Educator Evaluation System written by Sheila A. Muir and published by . This book was released on 2016 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated principals' perceptions of the effects of the 2011 Massachusetts Educator Evaluation System on teacher growth and development, principals' capacity to support teacher growth and development, and principal-teacher relationships. Participants were eleven elementary level public school principals who are the sole evaluators of teachers in their schools. The study was guided by the following three research questions: 1. How do principals perceive the Massachusetts Educator Evaluation System as supporting teacher growth and development, in theory and as they have experienced it? 2. How do principals perceive the effect of the Massachusetts Educator Evaluation System on their ability, capacity and opportunity to effectively support their teachers' development? 3. How do principals perceive the effect of the Massachusetts Educator Evaluation System on the development and maintenance of trusting relationships between principals and teachers as they have experienced it? The findings of this study suggest that the Massachusetts Educator Evaluation System provides some benefits to the growth and development of teachers and to principals in supporting that growth and development. Additionally, the study revealed some aspects of the System that principals perceived to be challenging to implement effectively, and some aspects that principals perceived to be detrimental to teacher growth and development.
Download or read book Supporting Inclusive Practice written by Gianna Knowles and published by Routledge. This book was released on 2010-10-04 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance and understanding of inclusiveness in education has become an integral part of the education system. With emphasis on the well-being of families and children alike, the concept of an inclusive learning environment continues to focus on the interests of the child as a whole, not their condition, and this approach is at the forefront of supporting their emotional and educational well-being. Now fully updated, this new edition of Supporting Inclusive Practice encourages the ongoing practice of inclusion with discussions, guidance and advice on how to build an inclusive environment. This book encourages debate, reflection and discussion when relating to the teaching of: children with English as an additional language gifted and talented children children with autism and physical and sensory disabilities children who have suffered loss, grief and bereavement children in Care or being ‘looked after’. Helping you to promote children’s independence and emotional resilience, and with advice on working with families and professional agencies, this book is integral to all those at university training to work in the education sector, as well as teachers and teaching assistants who are truly looking to achieve inclusive practice in their classroom.
Download or read book Educator Evaluation Data Advisory Committee written by and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beyond the Bake Sale written by Anne T. Henderson and published by ReadHowYouWant.com. This book was released on 2010-07-09 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: Countless studies demonstrate that students with parents actively involved in their education at home and school are more likely to earn higher grades and test scores, enroll in higher-level programs, graduate from high school, and go on to post-secondary education. Beyond the Bake Sale shows how to form these essential partnerships and how to make them work. Packed with tips from principals and teachers, checklists, and an invaluable resource section, Beyond the Bake Sale reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom. Written with candor, clarity, and humor, Beyond the Bake Sale is essential reading for teachers, parents on the front lines in public schools, and administrators and policy makers at all levels.
Download or read book Designing Teacher Evaluation Systems written by Thomas Kane and published by John Wiley & Sons. This book was released on 2014-06-03 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt: WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University
Download or read book MTEL written by and published by Learning Express (NY). This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: If you are preparing for a teaching career in Massachusetts, passing the Massachusetts Tests for Educator Licensure (MTEL) Communication and Literacy Skills (01) test is an essential part of the certification process. This easy-to-use e-book helps you develop and practice the skills needed to achieve success on the MTEL. It provides a fully updated, comprehensive review of all areas tested on the official Communication and Literacy Skills (01) assessment, helpful information on the Massachusetts teacher certification and licensing process, and the LearningExpress Test Preparation System, with proven techniques for overcoming test anxiety, planning study time, and improving your results.
Download or read book The Massachusetts Teacher written by and published by . This book was released on 1848 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Integrating Differentiated Instruction and Understanding by Design written by Carol Ann Tomlinson and published by ASCD. This book was released on 2006-01-15 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers struggle every day to bring quality instruction to their students. Beset by lists of content standards and accompanying "high-stakes" accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum—even an elegant one—to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book the two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on whom we teach, where we teach, and how we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners. Connecting content and kids in meaningful ways is what teachers strive to do every day. In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that bring to students the best of what we know about effective teaching and learning.
Download or read book The Massachusetts Teacher written by and published by . This book was released on 1851 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rethinking Teacher Supervision and Evaluation written by Kim Marshall and published by John Wiley & Sons. This book was released on 2009-10-30 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this important book, education expert Kim Marshall shows how to break away from the typical and often ineffective evaluation approaches in which principals use infrequent classroom visits or rely on standardized test scores to assess a teacher's performance. Marshall proposes a broader framework for supervision and evaluation that enlists teachers in improving the performance of all students. Emphasizing trust-building and teamwork, Marshall's innovative, four-part framework shifts the focus from periodically evaluating teaching to continuously analyzing learning. This book offers school principals a guide for implementing Marshall's framework and shows how to make frequent, informal classroom visits followed by candid feedback to each teacher; work with teacher teams to plan thoughtful curriculum units rather than focusing on individual lessons; get teachers as teams involved in low-stakes analysis of interim assessment results to fine-tune their teaching and help struggling students; and use compact rubrics for summative teacher evaluation. This vital resource also includes extensive tools and advice for managing time as well as ideas for using supervision and evaluation practices to foster teacher professional development.
Download or read book Perceptions of Teachers and Administrators in a Massachusetts Suburban School District Regarding the Implementation of a Standards based Teacher Evaluation System written by John F. Doherty and published by . This book was released on 2009 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Race to the Top Massachusetts Report Year 2 written by Department of Education (ED) and published by . This book was released on 2013 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The State-specific summary report serves as an assessment of Massachusetts' Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, Massachusetts continued to implement strong systems to track progress of projects, assess risk, and provide support of project implementation as needed. The State fully implemented project management structures through the Delivery approach, which regularly assesses project progress and identifies potential problems based on predetermined goals and objectives. The Delivery process allows for a candid assessment of project risks and timely application of action plans for projects that may be getting off track. The State demonstrated a strong understanding of its progress and the areas that required additional support. Additionally, the State proactively collaborated with key stakeholders throughout the development of major components of its Race to the Top reform efforts, which resulted in greater buy-in from educators during implementation. While Massachusetts has put concerted time and resources into efforts to implement the schools interoperability framework (SIF) in order to improve the data collection process, there continued to be significant delays in this project. The State fell short of meeting its performance measure for this project for the first two years of the grant. In SY 2011-2012, the State reported that 100 percent of local educational agencies (LEAs) implemented the Common Core State Standards (CCSS), which are incorporated into the Massachusetts Curriculum Framework for English Language Arts and the Massachusetts Curriculum Framework for Mathematics. LEAs faced challenges finalizing local collective bargaining agreements in time to prepare for implementation of educator evaluation systems in SY 2012-2013. The State reported in October 2012 that 88 of the 236 participating LEAs had ESE-approved evaluation system plans that align with the State's regulations. Massachusetts plans to fully implement the 2011 Massachusetts Curriculum Frameworks, which incorporate the CCSS, in Year 3. In addition, all Race to the Top participating LEAs will implement new educator evaluation systems. The State will continue to develop data systems and curricular materials that support these initiatives and will provide further guidance to LEAs as they roll out their new curricula and evaluations. A glossary is included. (Contains 11 footnotes.) [For "Race to the Top. Massachusetts Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529318.
