Frequently Asked Questions

Section:

1. Regulations
2. DESE Supports & Engagement
   1. Integration with other Initiatives
      1. Licensure and Professional Development
      2. MA Curriculum Frameworks
      3. Educator Preparation
      4. Other District Priorities
   2. Model System
3. 5-Step Cycle & Summative Performance Rating
   1. Training
   2. Rubrics
   3. Goal Setting
   4. Evidence
   5. Student and Staff Feedback
   6. Formative Assessment/Evaluation and Summative Performance Rating
4. Background and History
5. View all

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III. 5-Step Cycle & Summative Performance Rating

3. Goal Setting

   1. How many goals are educators required to identify during each Evaluation Cycle?

      Educators are required to propose a minimum of one student learning goal and one professional practice goal (603 CMR 35.06 (3)(g)). In addition to these two goals, superintendents are encouraged to propose three to five district improvement goals and principals are encouraged to propose 3-5 school improvement goals. For more information about the goal setting process, review the Goal Setting Sections in the School-Level Planning and Implementation Guide and the District-Level Planning and Implementation Guide.

      The Transforming Educator Evaluation in Massachusetts (TEEM) Video Series includes local educators discussing the goal setting along with other components of the 5-Step Evaluation Cycle.

   2. Can educators identify team goals?

      Yes. Educators are encouraged to identify team goals (e.g. content area, grade level, administration, etc.) (603 CMR 35.06 (3)(b)). Additionally, educators and educator teams are encouraged to align goals to school and district priorities. DESE's SMART Goal development protocol and templates are available on the educator evaluation resources webpage. There are also resources to support goal development in the Guidebook for Inclusive Practice, as well as TEEM video content on Goal Setting.

   3. How is attainment of goals assessed?

      Much of the evidence educators and evaluators collect documents progress toward meeting goals. Specifically, the evidence collected should demonstrate completion of action steps and the attainment of key benchmarks. The evaluator should assess all of the evidence related to an educator's goals and determine the extent to which the educator is progressing toward each goal (Formative Assessment/Evaluation) and, ultimately, whether or not the educator meets each goal (Summative Evaluation).

   4. Do the student learning and professional practice goals required in the educator evaluation regulations replace the goals on the Individual Professional Development Plans (IPDP) for educators?

      No. Please see the FAQ section on Integration with other Initiatives: Licensure and Professional Development.

Last Updated: August 16, 2018