Common use of Evidence Used In Evaluation Clause in Contracts

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each Educator: A) Multiple measures of student learning, growth, and achievement, which shall include: i) Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district- developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data are required. iii) Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator's contribution to student learning, growth, and achievement set by the district as bargained by the parties. The measures should be based on the Educator's role and responsibility. B) Judgments based on observations and artifacts of practice including:

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator: A) A. Multiple measures of student learning, growth, and achievement, which shall include: i) : • Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) ; • At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district- district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data are is required. iii) . • Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the . • The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the district. The measures set by the district as bargained by the parties. The measures should be based on the Educator's Administrator’s role and responsibility. B) B. Judgments based on observations and artifacts of practice including:, but not limited to: • Unannounced observations of practice of any duration. • Examination of Administrator work products. • Examination of student and educator work samples.

Evidence Used In Evaluation. The following categories of evidence shall be used in evaluating each EducatorAdministrator: A) A. Multiple measures of student learning, growth, and achievement, which shall include: i) :  Measures of student progress on classroom assessments that are aligned with the Massachusetts Curriculum Frameworks or other relevant frameworks and are comparable within grades or subjects in a school; ii) ;  At least two district-determined measures of student learning related to the Massachusetts Curriculum Frameworks or the Massachusetts Vocational Technical Education Frameworks or other relevant frameworks that are comparable across grades and/or subjects district-wide. These measures may include: portfolios, approved commercial assessments and district- district-developed pre and post unit and course assessments, and capstone projects. One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data are is required. iii) .  Measures of student progress and/or achievement toward student learning goals set between the Educator Administrator and Evaluator for the school year or some other period of time established in the Educator Plan. iv) For Educators whose primary role is not as a classroom teacher, the .  The appropriate measures of the Educator's Administrator’s contribution to student learning, growth, and achievement shall be set by the district. The measures set by the district as bargained by the parties. The measures should be based on the Educator's Administrator’s role and responsibility. B) B. Judgments based on observations and artifacts of practice including:, but not limited to:  Unannounced observations of practice of any duration.  Examination of Administrator work products.  Examination of student and educator work samples.