While we find value in looking for evidence of all of the 33 elements within the MA Model System for Educator Evaluation, the eight elements numbered (and in bold) below are the ones that BPS educators will have as their primary focus.
The eight elements below will be the primary focus during the evaluation process:
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Indicator I-B. Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.
Standard II: Teaching All Students. 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.
Indicator II-A. Instruction: Uses instructional practices that 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.
Indicator II-C. Cultural Proficiency. Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
Indicator III-A. Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.
Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
Indicator IV-C. Collaboration: Collaborates effectively with colleagues on a wide range of tasks.