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

6. Formative Assessment/Evaluation and Summative Performance Rating

   1. Does DESE expect a certain percentage of educator ratings at each performance level?

      No. There are no expectations that a certain percentage of educators within a school or district fall into each Summative Rating performance level (Exemplary, Proficient, Needs Improvement, and Unsatisfactory). Please note that Proficient is a rigorous yet attainable level of practice, indicating that the educator has met all expectations for a given Standard.

   2. How do you evaluate an educator on Standards not covered by his/her goals?

      Educator goals may or may not address practice across all four Standards. When evaluating an educator's practice related to a Standard not addressed by the educator's goals, the evaluator may use observational evidence, artifacts of practice specific to that Standard, and/or relevant measures of student learning, growth, and achievement. Rubrics provide an organizing framework for evaluators when analyzing evidence related to Standards. Educators and evaluators should think strategically about evidence collection, keeping in mind that one piece of evidence often reflects practice associated with multiple Standards and Indicators. For more information about evidence, please see Module 5: Gathering Evidence, Teacher Workshop 4: Gathering Evidence, and the Evidence Collection Toolkit .

   3. What is the difference between a Formative Assessment and a Formative Evaluation?

      For educators on plans that are one year or less in duration, the Formative Assessment takes place mid-way through the cycle (typically January or February for a one-year plan). Evaluators may give ratings on goals and/or practice related to the Standards; ratings are not required. For educators on two-year self-directed growth plans, a Formative Evaluation takes place at the end of year 1 (usually May or June). DESE requires districts to report ratings on each of the four Standards as well as an overall performance rating. Formative Evaluation ratings default to the prior Summative Evaluation Rating unless there is significant evidence suggesting a change (603 CMR 35.06(5)(b)).

   4. How are student learning, growth, and achievement incorporated into the Summative Performance Rating?

      Evidence of student learning, growth, and achievement plays a significant factor in the Summative Performance Rating. Multiple measures of student learning, growth, and achievement are a required source of evidence in two facets of the evaluation. First, evidence of impact on student learning based on multiple measures of student learning, growth, and achievement must be taken into account by the evaluator when determining a teacher's performance rating for Standard II, and an administrator's performance rating for Standard I. For administrators and teachers who are responsible for direct instruction, these measures must include student progress on common assessments and, where available, statewide student growth measures. Educators not responsible for direct instruction may consider using indirect measures of student learning (e.g. return to class rates in the case of school nurses). Second, evidence of student learning, growth, and achievement from classroom assessments, projects, portfolios, and district or state assessments may also factor into an evaluator's overall judgment of performance, and must inform an evaluator's consideration of progress toward attainment of the educator's student learning goal when determining the Summative Performance Rating.

   5. Do educators still receive a Student Impact Rating?

      No. Under the amended educator evaluation regulations (603 CMR 35.00), the student impact rating was eliminated. Educators now receive one overall evaluation rating, the Summative Performance Rating, that is informed by an educator's impact on student learning. Specifically, an educator's impact on student learning is now represented by the Student Learning Indicator, located within Standard II: Teaching All Students for teachers, and Standard I: Instructional Leadership for administrators. Statewide implementation of the new regulations went into effect in the 2017-18 school year.

   6. What is a Student Learning Indicator?

      The Student Learning Indicator represents the student-level outcomes of educators' practice. This measure is part of Standard II: Teaching All Students for teachers and Standard I: Instructional Leadership for administrators. To determine educators' impact on student learning, evaluators will review outcomes from multiple measures of student learning and compare them to pre-determined anticipated student learning gains. Because evaluators are not required to make a rating determination for any individual Indicator, this allows them to consider evidence of impact alongside evidence of practice when determining a rating for Standard II.

Last Updated: August 16, 2018