across the state may want to supplement these essentials with others that they deem critical to success locally. Draft Statewide Standards for Effective Administrative Leadership Curriculum, Instruction, and Assessment Management and Operations Family and Community Engagement Professional Culture The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling. The education leader promotes the learning and growth of all staff by ensuring a safe, efficient and effective learning environment. The education leader promotes the learning and growth of all students and the success of staff through partnerships with families, community members, and other stakeholders that support the mission of the school and district. The education leader promotes success for all students by nurturing and sustaining a school culture of professional growth, high expectations, and continuous learning for staff. Draft Statewide Standards for Effective Teaching Curriculum, Instruction, and Assessment Teaching All Students Family and Community Engagement Professional Culture The teacher promotes the learning and growth of all students through planning, instructional and assessment activities that support a cycle of creating lessons focused on clear learning objectives, designing authentic and meaningful student assessments, analyzing student performance and growth, and continuously refining learning objectives. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled and collaborative practice. Three Categories of Evidence The Task Force calls for three categories of evidence to be used in every district’s educator evaluation system to assess educator needs and performance. Subject to collective bargaining, districts are also free to include additional relevant evidence that has been shared between the educator and evaluator.
Pamela Hunter Carla Jentz Elizabeth Pauley Steve Rivkin Kathie Skinner Mary Ann Stewart Continuous Improvement Plan Working Mary Czajkowski John D'Auria Michael Flynn Amanda Green Orin Gutlerner Carla Jentz Glenn Koocher Jim Lynch Dan Murphy Noonan Tom Norm Shacochis Kathie Skinner Jesse Solomon Ad Hoc Working Group John Phil Flaherty Amanda Green Kathie Skinner Appendix C – ESE Staff to the Task Force and Consultants ESE Staff David Haselkorn, Task Force Director Claudia Bach Karla Baehr Matthew Borek Deborah Dahl Bob Lee Christina Lento Elizabeth Losee Shana Pies Task Force Consultants Heather Peske, TeachPlus Emily Kalejs Qazilbash Task Facilitators Andrew Community Matters Lainy Fersh, Community Matters
Appendix I – Draft Standards and Indicators for Effective Leadership Student learning and growth is a central goal of effective administration. The Administrator Working Group of the Task Force recommends amending the language that the Board adopted in each Standard description to include “promoting the learning and growth of all students…” and also recommends that appropriate multiple measures of student learning and growth are included as sources of evidence in meeting each Standard. I. Curriculum, Instruction, and Assessment (C.I.& A) II. Management and Operations III. Family and Community Engagement IV. Professional Culture Description of Standard The education leader promotes the learning and growth of all students and the success of all by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient and effective learning environment The education leader promotes the learning and growth of all students and the success of all staff through partnerships with families, community members, and other stakeholders that support the mission of the school and district The education leader promotes success for all students by nurturing and sustaining a school culture of professional growth, high expectations, and continuous learning for staff Core Indicators Core Indicator Reflective Practice. Involves as participants in continual inquiry, using meetings with teams and work groups to gather information, analyze data, examine issues, and develop new approaches in order to improve teaching and learning. Core Indicator b. Curriculum. Ensures that teachers design effective and rigorous units of instruction consisting of well-structured lessons with measurable outcomes b. Environment. Develops and executes effective plans, procedures, and operational systems to address a full range of safety, health, emotional, and social needs of students b. Family and Community Connections. Welcomes and encourages every family to become active participants in the classroom and school community b. Commitment to high Standards. Fosters a shared commitment to high standards of teaching and learning with high expectations for achievement for all
Establishes routines that give staff and students a sense of order, discipline, and predictability within a caring environment Core Indicator c. Instruction. Ensures that instructional practices reflect high expectations, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness c. Human Resources Management and Development. Implements a cohesive approach to recruitment, hiring and induction that promotes high quality and effective staff c. Sharing Responsibility. Continuously collaborates with families to support student learning and development both at home and at school c. Open Communications. Addresses concerns and problems in a way that invites dialogue with those impacted by the issue Demonstrates strong interpersonal, written, and verbal communication skills, facilitates groups effectively, including: accepting feedback from supervisor, staff and stakeholders to improve performance to foster clear communication
Core Indicator d. Assessment. Ensures that teachers use a variety of formal and informal methods and assessments to measure student learning, growth and understanding, and that teachers makes necessary adjustments to their practice when students are not learning. D Scheduling and Management Information Systems. Utilizes systems to insure that time is optimized for teaching, learning and collaboration d. Communication. Engages in regular, meaningful communication with families about student learning and performance d. Continuous Learning. Develops and nurtures a culture where the staff seeks out and applies current research, best practices and theory and/or Understands the adult learning needs of staff and creates a culture of inquiry and collaboration, and supports a comprehensive professional development program for all staff that is ongoing, job-embedded Core Indicator e. Evaluation. Provides effective and timely supervision and evaluation in alignment with state regulations and contract provisions. e. Laws, Ethics and Policies. Complies with state and federal laws/mandates, local school committee policies, and collective bargaining agreements and negotiations. e. Family Concerns. Addresses family concerns in an equitable, effective, and efficient manner. e. Shared Vision. Engages all stakeholders successfully in a shared educational vision in which every student is prepared to succeed in postsecondary education, and become responsible citizens And community contributors Core Indicator f. Data-Informed District Uses multiple f. Fiscal Systems. Develops for the School Committee a budget that f. Managing Conflict. Employs strategies for responding to disagreement
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. supports the district’s vision, mission and and allocates, manages and audits fiscal expenditures consistent with district/school level goals and available resources. and dissent, constructively addressing conflict,, and building consensus throughout a district/school community
Core Indicator b. Assessment. Uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction. b. Learning Environment. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to take academic risks, challenge themselves, and claim ownership of their learning b. Collaboration. Develops respectful, appropriate, and collaborative partnerships with administrators, teachers, students, families, and the community to build a positive school culture and improve instruction, assessment, and student performance OR Collaborates effectively with colleagues in teams on a wide range of tasks b. Engagement. Welcomes and encourages family to become active participants in the classroom and school community. Core Indicator c. Curriculum. Designs effective and rigorous standards-based units of instruction consisting of well-structure lessons with measurable outcomes. c. Cultural Competence. Frames instruction to honor the fact that each student is a member of many groups, with numerous identities, challenges, and strengths. c. Decision-Making. Becomes involved in decision making, and takes an active role in school improvement planning c. Collaboration. Collaborates with families in creating and implementing strategies for supporting student learning and development both at home and at school. Core Indicator d. Instruction. Uses a range of instructional techniques to meet the learning and growth needs of all students. d. Expectations. Plans and implements lessons that set high expectations and make knowledge accessible for all students d. Shared Responsibility. Shares responsibility for the performance of all students within the school. d. Communication. Engages in regular, two-way, meaningful and culturally proficient communication with families and caregivers student learning and performance.