A3. Please indicate your agreement with the following statements about the 2016 Science and Technology/Engineering (STE) Curriculum Framework. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly Don’t know a. The current 2016 Science and Technology/Engineering (STE) Curriculum Framework sets appropriate expectations for student learning at each level. 1 □ 2 □ 3 □ 4 □ -1 □ b. The current 2016 STE Curriculum Framework positively affects the degree to which students are prepared for college or career. 1 □ 2 □ 3 □ 4 □ -1 □ c. Teachers in my district have made instructional shifts over the last year to ensure students meet the expectations of the state’s current 2016 STE Curriculum Framework. 1 □ 2 □ 3 □ 4 □ -1 □ d. STE state assessments provide useful information about how well students in my district are mastering the state’s 2016 STE standards. 1 □ 2 □ 3 □ 4 □ -1 □ A4. Please indicate the degree to which you think the following district or school resources are aligned to the state Curriculum Frameworks. Not At All Aligned Somewhat Aligned Aligned Strongly Aligned Don’t know District-wide summative assessments 1 □ 2 □ 3 □ 4 □ -1 □ b. Assessments created or selected by teachers 1 □ 2 □ 3 □ 4 □ -1 □ c. Mathematics textbooks used in your schools 1 □ 2 □ 3 □ 4 □ -1 □ d. English Language Arts textbooks used in your schools 1 □ 2 □ 3 □ 4 □ -1 □ e. Science and Technology/Engineering textbooks used in your schools 1 □ 2 □ 3 □ 4 □ -1 □ f. Mathematics curriculum selected or developed by your district 1 □ 2 □ 3 □ 4 □ -1 □ g. English Language Arts curriculum selected or developed by your district 1 □ 2 □ 3 □ 4 □ -1 □ h. Science and Technology/Engineering curriculum selected or developed by your district 1 □ 2 □ 3 □ 4 □ -1 □ i. Professional development activities that principals have or will participate in this school year 1 □ 2 □ 3 □ 4 □ -1 □
A5. How much of the following resources would you like in the future, compared to what you have now? Resource is not available Resource is available Compared to what I have now, I need: Less Same Amount More a. Curriculum resources aligned to the 2011 ELA Curriculum Framework 0 □ 1 □ 2 □ 3 □ Curriculum resources aligned to the 2011 Mathematics Curriculum Framework 0 □ 1 □ 2 □ 3 □ Curriculum resources aligned to the 2016 Science and Technology/Engineering Curriculum Framework 0 □ 1 □ 2 □ 3 □ d. Digital tools (on-line textbooks, webinars, videos, online communities, applications, etc.) 0 □ 1 □ 2 □ 3 □ e. Information about how state standards change what students are expected to learn 0 □ 1 □ 2 □ 3 □ f. Information how state standards change what is expected of teachers’ instructional practice 0 □ 1 □ 2 □ 3 □ g. Guidance on how to embed students’ social and emotional learning into the district’s curricula 0 □ 1 □ 2 □ 3 □ h. Professional development for principals on the standards 0 □ 1 □ 2 □ 3 □ i. Other (specify): 0 □ 1 □ 2 □ 3 □ A6. To what extent is each of the following a challenge to your district’s efforts to implement the Massachusetts Curriculum Frameworks in your district? Not a Challenge Minor Challenge Moderate Challenge Major Challenge Not Sure Lack of support from parents 1 □ 2 □ 3 □ 4 □ -1 □ Inadequate instructional resources 1 □ 2 □ 3 □ 4 □ -1 □ Principal turnover 1 □ 2 □ 3 □ 4 □ -1 □ Teacher turnover 1 □ 2 □ 3 □ 4 □ -1 □ Lack of school resources needed to provide extra help for struggling students 1 □ 2 □ 3 □ 4 □ -1 □ Level of difficulty of the Massachusetts standards 1 □ 2 □ 3 □ 4 □ -1 □
Conflicting state initiatives 1 □ 2 □ 3 □ 4 □ -1 □ Deployment of resources (people, time, and fiscal resources) to maximize teaching and learning 1 □ 2 □ 3 □ 4 □ -1 □ Insufficient understanding of the Massachusetts Curriculum Frameworks by teachers 1 □ 2 □ 3 □ 4 □ -1 □ Insufficient understanding of the Massachusetts Curriculum Frameworks by principals 1 □ 2 □ 3 □ 4 □ -1 □ Lack of high quality teaching 1 □ 2 □ 3 □ 4 □ -1 □ Lack of high quality administrators 1 □ 2 □ 3 □ 4 □ -1 □ Amount of time required for additional district-administered tests 1 □ 2 □ 3 □ 4 □ -1 □ A7. Please indicate your agreement with the following statements. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly The district rewards or recognizes principals based on their schools’ MCAS or PARCC scores. 1 □ 2 □ 3 □ 4 □ The district rewards or recognizes teachers based on their students’ MCAS or PARCC scores. 1 □ 2 □ 3 □ 4 □ The district rewards or recognizes principals based on their schools’ implementation of the Massachusetts Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ The district rewards or recognizes teachers based on their classroom implementation of the Massachusetts Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ There are negative repercussions for principals in my district if their schools poorly implement the Massachusetts Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ There are negative repercussions for teachers in my district who poorly implement the Massachusetts Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ There are negative repercussions for me if students in my school do not perform well on state standardized assessments. 1 □ 2 □ 3 □ 4 □ A8. Please indicate your agreement with the following statements the 2011 English Language Arts (ELA) Curriculum Framework. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly
The 2011 ELA Curriculum Framework clearly indicates the content (topics and cognitive demands) teachers should teach. 1 □ 2 □ 3 □ 4 □ The 2011 ELA Curriculum Framework clearly indicates the content (topics and cognitive demands) teachers should not teach. 1 □ 2 □ 3 □ 4 □ Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2011 ELA Curriculum Framework. 1 □ 2 □ 3 □ 4 □ Teachers have received guidance from my district or that clearly indicates how much time they should spend on each content area in the 2011 ELA Curriculum Framework. 1 □ 2 □ 3 □ 4 □ A9. Please indicate your agreement with the following statements about the 2011 Mathematics Curriculum Framework. Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly The 2011 Mathematics Curriculum Frameworks clearly indicate the content (topics and cognitive demands) teachers should teach. 1 □ 2 □ 3 □ 4 □ The 2011 Mathematics Curriculum Frameworks clearly indicates the content (topics and cognitive demands) teachers should not teach. 1 □ 2 □ 3 □ 4 □ Teachers have received guidance from my district or state that clearly indicates the order in which they should teach each content area in the 2011 Mathematics Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ Teachers have received guidance from my district or state that clearly indicates how much time they should spend on each content area in the 2011 Mathematics Curriculum Frameworks. 1 □ 2 □ 3 □ 4 □ A10. Including this current school year, how much longer do you believe each of the following will remain in effect? 1 – 2 years 3 years 4 years 5+ years The current 2011 English Language Arts Curriculum Framework 1 □ 2 □ 3 □ 4 □ The current 2011 Mathematics Curriculum Framework 1 □ 2 □ 3 □ 4 □ The current 2016 Science and Technology/Engineering Curriculum Framework 1 □ 2 □ 3 □ 4 □ The next generation MCAS test 1 □ 2 □ 3 □ 4 □
Solicited formal evaluations from teachers on the professional development activities 1 □ 2 □ 3 □ 4 □ -1 □ Conducted observations of instructional practice 1 □ 2 □ 3 □ 4 □ -1 □ B3. Of all the professional development for teachers provided in your district, what percentage is developed by your district? ______% (enter #) B4. To help students master the Massachusetts’ state standards, to what extent could teachers in your district benefit from support in the following areas? To help students master the Massachusetts’ state standards, teachers need support to… Not At All Minimal Extent Moderate Extent Large Extent implement accommodations, modifications, and specially designed instruction as described in students’ Individualized Education Plans. 1 □ 2 □ 3 □ 4 □ implement strategies to specifically address the instructional needs of English language learners. 1 □ 2 □ 3 □ 4 □ supplement core teaching strategies with additional supports for students with varying intensity of academic need. 1 □ 2 □ 3 □ 4 □ implement inclusive practices to support the needs of all learners in core academic areas. 1 □ 2 □ 3 □ 4 □ B5. To help students master the Massachusetts’ state standards, to what extent could principals in your district benefit from support in the following? Principals could benefit from strategies to… Not At All Minimal Extent Moderate Extent Large Extent support teachers as they integrate the development of students’ social and emotional competencies into their lesson content (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making). 1 □ 2 □ 3 □ 4 □ integrate the development of students’ social and emotional competencies into their instructional leadership, and systems and structures. 1 □ 2 □ 3 □ 4 □
f. Educators’ personal SMART goals are aligned to school and district goals. 1 □ 2 □ 3 □ 4 □ The Massachusetts’ Standards and Indicators of Effective Administrative Leadership capture the most important aspects of being an administrator. 1 □ 2 □ 3 □ 4 □ h. Overall, the evaluation system used in my district for assessing administrators generates fair results. 1 □ 2 □ 3 □ 4 □ This next series of questions asks your views on the role of evaluation in supporting teacher growth and development in your district. C2. Indicate your agreement with the following statements the teacher evaluation system in your district. The district’s teacher evaluation system helps… Disagree Strongly Disagree Somewhat Somewhat Agree Strongly a. teachers identify specific areas where they can improve student learning. 1 □ 2 □ 3 □ 4 □ b. teachers identify specific areas where they can improve their practice. 1 □ 2 □ 3 □ 4 □ c. teachers make instruction accessible to all learners. 1 □ 2 □ 3 □ 4 □ teachers identify specific areas where they can further develop students’ social and emotional competencies (e.g., self-awareness and management, social awareness and relationship skills, and responsible decision-making). 1 □ 2 □ 3 □ 4 □ teachers use better assessment practices (such as getting better at setting student learning goals, monitoring progress, and providing students with feedback). 1 □ 2 □ 3 □ 4 □ f. promote constructive conversations between teachers and their evaluators. 1 □ 2 □ 3 □ 4 □ maintain a high bar for teachers to receive Professional Teacher Status. 1 □ 2 □ 3 □ 4 □ h. the district determine whether teachers receive teacher leadership opportunities. 1 □ 2 □ 3 □ 4 □ i. the district recognize and reward exemplary teachers. 1 □ 2 □ 3 □ 4 □ j. the district assign teachers to classes/students. 1 □ 2 □ 3 □ 4 □ k. the district assign teachers across schools. 1 □ 2 □ 3 □ 4 □
C3.1. When implementing your district’s educator evaluation system this school year, which of the following procedures does your district employ? SELECT ALL THAT APPLY 1 □ All evaluators are equipped with relevant classroom observation protocols. 2 □ All evaluators received training in how to use the observation protocols. 3 □ All evaluators received training to calibrate practice related to conducting observations. 4 □ All evaluators received training to calibrate practice related to providing high quality feedback. 5 □ All evaluators are assessed to determine the extent they are applying the evaluation system validly and reliably. 6 □ All educators are observed multiple times. 7 □ All educators are observed by more than one observer during the school year. 8 □ The district collects and organizes evaluation information (evidence, feedback, etc.) in an online platform. 9 □ The district uses the results of the evaluation system to plan training for educators for the next school year. 10 □ Other (specify) ________________________________________________ 11 □ None of the C3.2. Please evaluate the usefulness of the following ESE resources in supporting implementation of your district’s educator evaluation system during this school year. Heard of This Resource Heard of Resource but Haven’t Used It Used Resource but Found It NOT Useful Found Resource Useful Found Resource Very Useful a. ESE’s Calibration Video Library (42 classroom instruction videos) 1 □ 2 □ 3 □ 4 □ 5 □ b. ESE’s Transforming Educator Evaluation in Massachusetts (TEEM) Series 1 □ 2 □ 3 □ 4 □ 5 □ c. ESE’s Developing Common Measures Guidance and Example Assessments 1 □ 2 □ 3 □ 4 □ 5 □ d. ESE’s Feedback Surveys 1 □ 2 □ 3 □ 4 □ 5 □ e. ESE’s Massachusetts Educator Evaluation Framework Video Series 1 □ 2 □ 3 □ 4 □ 5 □ f. ESE’s Training Workshops for Teachers 1 □ 2 □ 3 □ 4 □ 5 □ g. ESE’s Training Modules for Evaluators 1 □ 2 □ 3 □ 4 □ 5 □
h. ESE’s Educator Effectiveness newsletter 1 □ 2 □ 3 □ 4 □ 5 □ Guidebook for Inclusive Practices 1 □ 2 □ 3 □ 4 □ 5 □ Teachers’ Top 3 1 □ 2 □ 3 □ 4 □ 5 □ k. Other (specify) 1 □ 2 □ 3 □ 4 □ 5 □ C4. Below is a series of statements about the teacher evaluation system used in your district. To what extent do you agree with the following statements? SELECT ONE RESPONSE PER ROW Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly Don’t Know a. The Massachusetts’ Standards and Indicators of Effective Teaching capture the most important aspects of being a teacher. 1 □ 2 □ 3 □ 4 □ -1 □ b. The descriptors used in the teacher performance rubric clearly differentiate between the four performance levels. 1 □ 2 □ 3 □ 4 □ -1 □ c. The evaluation system used in my district is effective in identifying outstanding teachers. 1 □ 2 □ 3 □ 4 □ -1 □ d. The evaluation system used in my district is effective in identifying teachers who are struggling. 1 □ 2 □ 3 □ 4 □ -1 □ e. The district’s evaluation staff has the appropriate content knowledge to evaluate teacher performance. 1 □ 2 □ 3 □ 4 □ -1 □ The evaluation system used in my district is an effective tool to support teacher growth and development. 1 □ 2 □ 3 □ 4 □ -1 □ Overall, the evaluation system used for assessing teachers generates fair results. 1 □ 2 □ 3 □ 4 □ -1 □ C5. Please indicate your agreement with the following statements about the use of student and staff feedback in an educator evaluation system. SELECT ONE RESPONSE PER ROW Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly Don’t Know Student feedback is a useful component of a teacher’s evaluation. 1 □ 2 □ 3 □ 4 □ -1 □ feedback is a useful component of an administrator’s evaluation. 1 □ 2 □ 3 □ 4 □ -1 □
non-instructional staff are well aligned to their roles. The common assessments used as evidence to inform the evaluation of administrators are well aligned to their roles. 1 □ 2 □ 3 □ 4 □ -1 □ d. The common assessments set benchmarks for student performance at each grade level. 1 □ 2 □ 3 □ 4 □ -1 □ e. The district is using data from common assessments to improve student learning. 1 □ 2 □ 3 □ 4 □ -1 □ f. The district is using data from common assessments to improve educator practice. 1 □ 2 □ 3 □ 4 □ -1 □ The district is using data from common assessments to assess the impact of academic interventions on individual students. 1 □ 2 □ 3 □ 4 □ -1 □ The district is using data from common assessments to assess the impact of social and emotional/behavioral interventions on individual students. 1 □ 2 □ 3 □ 4 □ -1 □ i. Data from the common assessments are a useful part of an educator’s evaluation. 1 □ 2 □ 3 □ 4 □ -1 □ This section (Module D) asks for your views on the social and emotional learning supports and resources in your district. D1. Please rate your agreement with the following statements about social and emotional learning (SEL) across your district. If you do not have the resource (e.g., district support team, or SEL instruction and/or supports) available in your district/school, please use “not applicable” to respond. Not Applicable Disagree Strongly Agree Strongly Don’t Know a. Staff in my district are proficient in providing core social and emotional learning (SEL) instruction to all students. 0 □ 1 □ 2 □ 3 □ 4 □ -1 □ b. Staff in my district are proficient in providing supplemental SEL supports (in addition to core SEL instruction) to students who need them. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □
c. Staff in my district are proficient in providing and/or connecting intensive SEL supports (in addition to core SEL instruction) to students who need them. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ In addition to addressing students’ academic my district’s student support team uses data to develop students’ SEL support plans. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ In addition to addressing students’ academic needs, my district’s student support team uses data to monitor students’ SEL support plans. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ f. Teachers consult/work with other personnel (psychologists, counselors) in my school/district and/or community to provide SEL supports for all students. 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ g. My district has explicit systems in place to engage and collaborate with families to develop students’ SEL competencies (e.g., and management, social awareness and relationship skills, and responsible 0 □ 2 □ 3 □ 4 □ 5 □ -1 □ D2. To what extent do you agree with each of the following statements regarding ESE’s performance during the school year relative to SEL policies and programs? ESE… Disagree Strongly Disagree Somewhat Agree Somewhat Strongly Don’t Know provides resources (e.g., guidance, professional development) that help schools improve students’ social and emotional learning. 1 □ 2 □ 3 □ 4 □ -1 □ communicates about the importance of developing students’ SEL competencies in order to help prepare students for success after high school. 1 □ 2 □ 3 □ 4 □ -1 □ This section (Module E) asks for your on ESE supports and resources. E1. To what extent has ESE’s contact with your district focused on ensuring compliance as opposed to providing assistance? Base your response on your district’s recent experience with ESE.
F1. To what extent to you with the following statements about the Office of Charter Schools and School Redesign (OCSSR)? The Office of Charter Schools and School Redesign (OCSSR)… Disagree Strongly Disagree Somewhat Agree Somewhat Agree Strongly Don’t Know has an effective system for charter school accountability. 1 □ 2 □ 3 □ 4 □ -1 □ uses reliable and evidence to support its renewal decisions (e.g., site visits, annual reports, financial statements, etc.). 1 □ 2 □ 3 □ 4 □ -1 □ facilitates engagement between districts and charter schools to ensure effective models and practices are shared. 1 □ 2 □ 3 □ 4 □ -1 □ provides accurate information in response to my questions. 1 □ 2 □ 3 □ 4 □ -1 □ communicates proactively when there are important policy or regulatory changes. 1 □ 2 □ 3 □ 4 □ -1 □ THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION.