Code of Massachusetts Regulations › 603 CMR - DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION › Title 603 CMR 35.00 - Educator Evaluation Regulations › Section 35.04 - Standards and Indicators of Effective Administrative Leadership Practice

Current through Register 1525, July 5, 2024
School committees shall establish evaluation systems and
				performance standards for the evaluation of administrators that include all of
				the principles of evaluation, set forth in
				603 CMR 35.00. School
				committees may supplement the standards and indicators in 603 CMR 35.04 with
				additional measurable performance standards consistent with state law and
				collective bargaining agreements where applicable. The district shall adapt the
				indicators based on the role of the administrator to reflect and allow for
				significant differences in assignment and responsibilities. The district shall
				share the performance standards with all administrators.
(1)
Instructional Leadership
			 Standard
. Promotes the learning and growth of all students and the
			 success of all staff by cultivating a shared vision that makes effective
			 teaching and learning the central focus of schooling.
(a)
Curriculum
			 Indicator
. Ensures that all teachers design effective and rigorous
			 standards-based units of instruction consisting of well-structured lessons with
			 measurable outcomes.
(b)
Instruction Indicator
. Ensures that instructional
			 practices in all settings reflect high expectations regarding content and
			 quality of effort and work, engage all students, and are personalized to
			 accommodate diverse learning styles, needs, interests, and levels of
			 readiness.
(c)
Assessment Indicator
. Ensures that all teachers use a
			 variety of formal and informal methods and assessments to measure student
			 learning, growth and understanding, and also make necessary adjustments to
			 their practice when students are not learning.
(d)
Evaluation
			 Indicator
. Provides effective and timely supervision and
			 evaluation in alignment with state regulations and contract provisions,
			 including:
1. Ensures educators pursue
			 meaningful, actionable, and measurable professional practice and student
			 learning goals.
2. Makes frequent
			 unannounced visits to classrooms and gives targeted and constructive feedback
			 to teachers.
3. Exercises sound
			 judgment in assigning ratings for performance.
4. Reviews alignment between judgment about
			 practice and data about student learning, growth, or achievement when
			 evaluating and rating educators and understands that the supervisor has the
			 responsibility to confirm the rating in cases where a discrepancy
			 exists.
(e)
Data-informed Decision-making Indicator
. Uses multiple
			 sources of evidence related to student learning, including state, district, and
			 school assessment results and growth data, to inform school and district goals
			 and improve organizational performance, educator effectiveness, and student
			 learning.
(f)
Student
			 Learning Indicator
. Demonstrates expected impact on student
			 learning based on multiple measures of student learning, growth, and
			 achievement, including student progress on common assessments and statewide
			 student growth measures where available.