Massachusetts Model System for
Educator Evaluation
Participant Handouts for Training Module 5:
Gathering Evidence
August 2012
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
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Module 5, Handout 1: Educator Goal Setting and Educator
Plan Form
Educator—Name/Title: T. Wilson, sixth-grade science teacher
Primary Evaluator—Name/Title: P. Randolph, principal
Supervising Evaluator, if any—Name/Title/Role in evaluation:
School(s):
N/A
George Washington Middle School
Check all that apply:1
Proposed Goals
Final Goals
Date: 9/19/2011
A minimum of one student learning goal and one professional practice goal are required. Team
goals must be considered per 603 CMR 35.06(3)(b). Attach pages as needed for additional
goals or revisions made to proposed goals during the development of the Educator Plan.
Student Learning S.M.A.R.T. Goal
Professional Practice S.M.A.R.T. Goal
Check whether goal is individual or team; write team
name if applicable.
Check whether goal is individual or team; write team
name if applicable.
Individual
Team: _ _______________
Individual
Team: ___ Science Team___________
Goal 1:
Each of my Intermediate and Advanced ELL
students will demonstrate mastery of science
content standards based on unit assessments
throughout the year.
Goal 2:
In order to build mastery of science content by
ELLs, we will work to consistently identify and
teach symbols, key terms, and other domainspecific words and phrases, using specific
pedagogical techniques and additional
resources to ensure comprehension.
S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented;
R=Rigorous, Realistic, and Results Focused; T=Timed and Tracked
1
If proposed goals change during Plan development, edits may be recorded directly on the original sheet, or revised
goals may be recorded on a new sheet. If proposed goals are approved as written, a separate sheet is not required.
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 1 of 23
Educator—Name/Title: T. Wilson, sixth-grade science teacher
Primary Evaluator—Name/Title: P. Randolph, principal
Supervising Evaluator, if any—Name/Title/Role in evaluation:
School(s):
N/A
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Directed Growth Plan
Improvement Plan*
Plan Duration:
Two-Year
Less than a year
Start Date: September 19, 2011
One-Year
End Date: June 1, 2012
X Educator Goal Setting form with final goals is attached to the Educator Plan.
Some activities may apply to the pursuit of multiple goals or types of goals (student learning or
professional practice). Attach additional pages as necessary.
*Additional detail may be attached if needed.
Student Learning Goal(s): Planned Activities
Describe actions the educator will take to attain the student learning goal(s).
Activities may apply to individual and/or team. Attach additional pages as needed.
Action
1. Identify student

knowledge level at
the beginning of each
unit using a formative 
assessment.
Supports/Resources
From School/District2
2006 MA Science
Curriculum Framework
2011 MA Revised
Curriculum Framework
for ELA and Literacy
(Standards for Literacy
in Science)
Timeline, Benchmarks, or Frequency

Frequency: Prior to each unit

Process benchmark:
Development/refinement of formative
assessments for each unit

Outcome benchmark: Analysis of
student knowledge level related to
content standard(s) using formative
assessment results prior to each unit
Evidence:_______________________
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 2 of 23
Student Learning Goal(s): Planned Activities
Describe actions the educator will take to attain the student learning goal(s).
Activities may apply to individual and/or team. Attach additional pages as needed.
Action
Supports/Resources
From School/District2
2. Use formative

assessment results to
plan and adjust instruction
for each unit.


Timeline, Benchmarks, or Frequency
Formative

assessment results

Collaboration with
ELL specialist
Weekly science
team meetings


Frequency: After each formative unit
assessment
Process benchmark: Analysis of
student data after each formative
assessment, with notes as to how
instruction will be adjusted during the
next unit
Process benchmark: feedback notes
from ELL specialist
Outcome benchmark: Lesson plans
that target core content standards for
each unit and reflect attention to
identified student needs based on
formative assessments
Evidence:_______________________
3. Disaggregate unit
assessment data for
Intermediate and
Advanced ELL students
and identify proportion
that mastered content
standards within each
unit.

Unit assessment
results

Weekly science
team meetings



Frequency: After each unit
assessment
Process benchmark: Tracking form of
student mastery of core content
standards within each unit
Outcome benchmark:
Completed/updated tracking form of
unit assessment results
Evidence:_______________________
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 3 of 23
Professional Practice Goal(s): Planned Activities
Describe actions the educator will take to attain the professional practice goal(s).
Activities may apply to individual and/or team. Attach additional pages as needed.
Supports/
Resources From
School/District2
Action
4. Research evidence
based instructional
strategies that target
vocabulary development

and academic language
with ELL students. Identify
a minimum of two
instructional strategies for
use in my classroom.
Timeline, Benchmarks, or Frequency
Weekly science
team meetings

ELL specialist


By October 1, read Teaching Basic & Advanced
Vocabulary by Marzano and share insights with
science team
By October 1, meet with ELL specialist to discuss
evidence-based instructional strategies for teaching
academic language and vocabulary to ELL students
By October 15, identify two instructional strategies
to use in my classroom
Evidence:___________________________________

5. Pilot two instructional
strategies related to
teaching symbols, key
terms, and other domainspecific works and
phrases effectively with
ELL students. Use exit
slips at least weekly to
measure student mastery
of new vocabulary and/or
scientific language.
Weekly science
team meetings






Frequency: Weekly meetings
Process benchmark: Include weekly vocabulary in
Monday lesson plans as well as instructional
strategy that will be used to teach it
Process benchmark: Weekly analysis of exit slips to
assess student mastery of new vocabulary and/or
scientific language and determine effectiveness of
instructional strategy. Make adjustments if needed.
Outcome benchmark: Implemented lesson plans
that incorporate identified instructional strategies
Outcome benchmark: Improved mastery of scientific
vocabulary and discourse by Intermediate and
Advanced ELL students with possible cause/effect
relationship to specific instructional strategy
Outcome benchmark: “bank” of effective
resources/instructional strategies to inform future
ELL science instruction
Evidence:___________________________________
Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and
leadership,” is “aligned to statewide Standards and Indicators in 603 CMR 35.00 and local Performance Standards,”
and “is consistent with district and school goals.” (See 603 CMR 35.06 (3)(d) and 603 CMR 35.06(3)(f).)
Signature of Evaluator
P. Randolph
Date 9/23/11
Signature of Educator
T. Wilson
Date 9/23/11
* As the evaluator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c)), the signature of the educator
indicates that he or she has received the Educator Goal Setting form with the “Final Goals” box checked, indicating the evaluator’s approval of the goals.
The educator’s signature does not necessarily denote agreement with the goals. Regardless of agreement with the final goals, signature indicates
recognition that “It is the educator’s responsibility to attain the goals in the plan and to participate in any trainings and professional development provided
through the state, district, or other providers in accordance with the Educator Plan.” (See 603 CMR 35.06(4).)
2
Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 4 of 23
Module 5, Handout 2: Observation Evidence Collection Form
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Observation Number: 1
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Observation Date: 9/29/11
Observation Time/Duration:
1:30–1:40
Observation Location (e.g., classroom, grade-level meeting, etc.): Classroom
Intended Observation Focus: higher-order thinking (school focus on rigor)
Observation Evidence
What did the educator and students say and do?
Aligned
Indicator
Vocabulary-rich lesson (autotrophs, heterotrophs, producers, consumers, decomposers, predator,
prey)—aligned to standards (on board).
I-A (Curriculum
and Planning)
Your facilitation is very well balanced in terms of your guidance versus student driven.
II-A (Instruction)
Application, analysis, synthesis, evaluation = yes!—yay!
“What evidence do you have?” Yes—this is what we were talking about in terms of getting them
deep!
II-A (Instruction)
Use of Spanish to support ELLs in the class—used to translate vocabulary (producers and consumers),
clarify directions and make connections to cognates (“primary is like primero”).
II-A & II-D
(Instruction and
Expectations)
Harris , Valerie , Gerry!  Big improvement! These guys are way ahead of last year, huh?
Choral responses are used to get quick feedback from the class (1:33, 1:34; 1:38).
Student disagreement in choral response (showing a lack of understanding around 1:38)—Teacher
reviewed the concept of heterotrophs versus autotrophs.
I-B (Assessment)
Material is interesting and expectations clear—the worst anyone is behaving is pretty compliant.
Feedback to the Educator
Do you script your questions?
It might be interesting to show them the article from today’s paper about cougars returning to the local area.
Targeted use of Spanish for your ELLs seemed to keep them on pace with the lesson. Nice job. How will you assess their
overall understanding at the conclusion?
Good use of class choral responses to check student understanding.
Students were asked to do higher-order thinking in today’s activity—how will you assess student understanding at the
end of the unit? How are planning to bring this focus on analysis and higher-order thinking into subsequent lessons?
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Module 5, Handout 3: Set A, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Two-Day Lesson Plan—November 21-22, 2011
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
I-A
(Curriculum
and
Planning)
II-A
(Instruction)
II-B
(Learning
Environment)
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and
Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
I-A. Curriculum and
Planning
II-A. Instruction
II-B. Learning Environment III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
III-A. Engagement
III-C. Communication
IV-A. Reflection
IV-D. Decision Making
IV-E. Shared Responsibility
IV-F. Professional
Responsibilities
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 7 of 23
Lesson Plans
Objective
T. Wilson
Resources
Vocabulary
Lesson Cycle/Activities
Assessments/Homework
Modifications (gifted,
special education, ELL)
Sixth-Grade Science
DAY 1
Students will be able to:
 Construct definition of the word “diffusion.”
 Construct a definition of the word “active transport.”
 Distinguish between active and passive transport/diffusion.
 Indicate why both diffusion and active transport are necessary for the absorption of
nutrients.
Lesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”
Two-Day Lesson—Day 1
Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not
require energy from cells.
Active transport—The movement of nutrients from one place to another that does require
energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what
should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Do Now:
Use the glossary to look up the words “active transport” and “passive transport” and add
them to you list of definitions on Lesson 6 Notes.
Direct Instruction:
 Teacher will explain that there is another way—besides diffusion—that our bodies
absorb nutrients from food.
 Teacher does a quick review of diffusion.
Independent Practice:
 Students will assign themselves jobs and pick up lab materials. They will conduct Day 1
of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will
record their data on their data table.
Guided Instruction:
Students will go verbally through procedures of Inquiry 6.1.
 Since the membranes are defective and will not allow us to physically complete the lab,
we will go through each step and make predictions of what would happen if a sugar
solution was put into a membrane and set into a water-filled test tube versus if a
starch solution was put in a membrane and set into a water-filled test tube.
 Students will hypothesize which solution will be able to pass through the membrane
after 15 minutes and why.
 Students will describe why they will need Benedict’s solution and Lugol’s solution to
complete the test.
Direct Instruction:
 Teacher explains what “passive transport” and “active transport” are.
Exit slip—quick write-up on passive and active transport (flip index card).
Tuesday: In your own words, the difference between active and passive transport.
Modified: Use Venn diagram.
Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special
emphasis on key vocabulary terms (which are also on index cards on the tabletop).
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 8 of 23
Lesson Plans
Objective
T. Wilson
Resources
Vocabulary
Lesson Cycle/Activities
Assessments/Homework
Modifications (gifted,
special education, ELL)
Sixth-Grade Science
DAY 2
Students will be able to:
 Distinguish between active and passive transport/diffusion.
 Indicate why both diffusion and active transport are necessary for the absorption of
nutrients.
 Summarize the digestive processes that take place in the small intestine.
 Add to study notes.
Lesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and Through
Two-Day Lesson—Day 2
Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not
require energy from cells.
Active transport—The movement of nutrients from one place to another that does require
energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what
should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Small intestine, large intestine, liver, pancreas, and gall bladder
Do Now:
Update your binder.
Direct Instruction:
Teacher will talk through the science notes as students write them down.
 Teacher explains that today’s lesson will involve role play.
Guided Practice:
 Teacher will put Student Sheet 6.1 on the overhead projector and allow students to
come up and put their answers on the transparency.
 Teacher will also post the two homework articles, “Spies: The Long and Winding Tube”
and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to
review and highlight with different colors.
Independent Practice:
 Students will make study flash cards based on the science notes the teacher has given;
they included these cards in their ISB.
 Students will develop a skit and role-play how active transport works (students in
predetermined triads; one ELL student/group).
Classroom observations.
Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the
small intestine in 10+ lines; use content vocabulary!
Modified: 5+ lines; continue focus on content vocabulary.
Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special
emphasis on key vocabulary terms (which are also on index cards on the tabletop).
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Module 5, Handout 4: Set B, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Q1 Unit Assessment Data
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
I-C
(Analysis)
II-D
(Expectations)
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and
Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
I-A. Curriculum and
Planning
II-A. Instruction
II-B. Learning Environment III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
III-A. Engagement
III-C. Communication
IV-A. Reflection
IV-D. Decision Making
IV-E. Shared Responsibility
IV-F. Professional
Responsibilities
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 11 of 23
T. Wilson
Q1 Unit Assessment Data
Analysis of ELL student progress, by question type
(multiple choice [MC], short answer, essay; score out of 10)
Unit 1 Assessment (9/30)
MC
Short Essay Avg
Answer
Score
Unit 2 Assessment (10/19)
MC
Short Essay Avg
Answer
Score
Unit 3 Assessment (11/9)
MC
Short Essay Avg
Answer
Score
Miguel
Jonathan
Adrianna
Saul
Edward
Aldo
Melodi
Marco
8.0
7.0
9.0
6.0
7.0
7.0
6.0
6.0
6.0
6.0
7.0
5.0
6.0
5.0
5.0
4.0
6.0
6.0
7.0
5.0
6.0
6.0
5.0
4.0
6.7
6.3
7.7
5.3
6.3
6.0
5.3
4.7
8.0
8.0
8.0
7.0
8.0
7.0
7.0
7.0
7.0
6.0
8.0
6.0
6.0
6.0
6.0
5.0
6.0
6.0
7.0
5.0
7.0
6.0
5.0
5.0
7.0
6.7
7.7
6.0
7.0
6.3
6.0
5.7
8.0
8.0
9.0
7.0
9.0
9.0
6.0
6.0
6.0
7.0
7.0
6.0
7.0
6.0
6.0
6.0
7.0
7.0
8.0
6.0
7.0
7.0
5.0
6.0
7.0
7.3
8.0
6.3
7.7
7.3
5.7
6.0
ELL Avg
7.0
5.5
5.6
6.0
7.5
(+.5)
6.3
(+.8)
5.9
(+.3)
6.5
(+.5)
7.8
(+.3)
6.4
(+.1)
6.6
(+.3)
6.9
(+.4)
Non-ELL
Avg
8
7.5
7
7.5
8
8
7.5
7.8
9
8.5
8.5
8.7
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 12 of 23
Module 5, Handout 5: Set B, Artifact 2 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Science Team Meeting Minutes—November 4, 2011
11/30/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
IV-C
(Collaboration)
IV-A
(Reflection)
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and
Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
I-A. Curriculum and
Planning
II-A. Instruction
II-B. Learning Environment III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
III-A. Engagement
III-C. Communication
IV-A. Reflection
IV-D. Decision-making
IV-E. Shared Responsibility
IV-F. Professional
Responsibilities
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 13 of 23
Science Team Meeting Minutes—November 4 (Quarter 1, Week 10)
Present:
V. Anderson
E. Avery
R. David
C. Elliott
S. Michaels
R. Smith
T. Wilson
Quarter 1 team focus: Build shared understanding of the implications of CCS instructional shifts in ELA on the science
classroom, and begin to make changes to our own practices to support student learning and college and career
readiness.
Item
Actions
Reviewed and discussed article on “CCS and the Science
* All teachers should try at least two strategies from pp. 8–
Classroom” and take-aways for team. (Thanks, T. Wilson, 21 and bring evidence of practice to next two meetings.
for finding and sharing this article!)
* R. Smith will check out the links to science readings and
suggest top picks for us by 11/12.
* T. Wilson will ask Ms. Avila to attend a November
meeting to follow up on ELL questions we generated
(share questions ASAP with Ms. Avila via e-mail).
Data update: All participants share data of recent unit
assessment(s).
* Everyone identified a partner who had students that
showed success in an area of their weakness to discuss
instructional strategies with during common planning
time.
Returned to discussion on doing writing-based
miniresearch projects into each quarter; shared writing
objectives for Quarter 2 opening units. Reviewed Draft 2
of shared rubric.
* Everyone will tweak writing objectives and send out by
Wednesday. Everyone will respond to each other via email. Bring final copy to 11/4 meeting.
* T. Wilson will revise rubric and send out by Friday via email (please read before 11/4 meeting).
* E. Avery will check afterschool library support available.
* Still to decide: Do we need examples to share with
students? (Final decision needed 11/4!)
Finalized plans for museum field trips in December.
None (reminder: permission slips out before Thanksgiving
break).
Finalized Quarter 2 team goal: Will keep the same goal
but add “a focus on Writing from Sources and Academic
Vocabulary.”
Upcoming:
Family Learning Night in January—we need to start
generating ideas. (V. Anderson will bring information
from last year.)
Next meeting: November 4
Reminder: meeting 11/12, not 11/11 (Q2, W1—Monday holiday)
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 14 of 23
Module 5, Handout 6: Set C, Artifact 1 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Family Communication Log, 10/28/2011–12/2/2011
12/15/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
III-C
(Communication)
III-B
(Collaboration)
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and
Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
I-A. Curriculum and
Planning
II-A. Instruction
II-B. Learning Environment III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
III-A. Engagement
III-C. Communication
IV-A. Reflection
IV-D. Decision-making
IV-E. Shared Responsibility
IV-F. Professional
Responsibilities
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 15 of 23
Family Communication Log—T. Wilson
Date
Person Contacted
10/28 Alex’s mom,
CC: Team
Communication
Type
E-mail
10/31 Trevor’s mom
Telephone
11/7
Telephone
Trevor’s dad
11/11 Marco’s mom
E-mail
11/11 Trevor’s mom
Telephone
11/14 Katherine’s mom
Telephone and
e-mail
11/15 Marco’s mom
E-mail
11/19 Katherine’s mom,
counselor,
gifted teacher
Telephone
11/20 Thomas’s mom and In person
dad, team,
counselor
11/24 Nicole’s mom
Telephone
11/24 Trevor’s mom
Telephone
12/2
Telephone
Dominick’s mom,
counselor
Participant Handouts for Training
Module 5: Gathering Evidence
Nature of Communication (Reason and Outcome)
Reason: Concerns about Alex’s lab reports
Outcome: Sent copies of lab report rubric and a highquality example
Reason: Wants printouts of all Quarter 1 assignments to
go over with Trevor to help him improve for 2nd quarter
Outcome: Will discuss with team on Monday, printouts
in report card envelope
Reason: Share notes from Monday team meeting—
disengagement on Trevor’s part, inconsistent effort,
especially on quizzes and tests (in-class work better)
Outcome: Not too bad, will talk to Trevor regarding
the questions we have
Reason: Follow-up from conference, sending
vocabulary list and reminder about cards
Outcome: She followed up that they would complete
them; clarified they are not for extra credit
Reason: Explain questions about first quarter
assignments—Mom: embarrassment level is high
Outcome: Accordion file with assignment book;
challenge with research topic, but actual writing is
going better
Telephone: left message
Reason: concern about Katherine’s conference as
student led
Outcome: Katherine came
Reason: shared quiz score and high use of vocabulary;
sent new list for next week
Reason: Katherine was upset in large group, couldn’t
concentrate, bad day; behavior affecting learning
(challenged?)
Outcome: Gifted services
Reason: Thomas’s social skills concerns—how he is
perceived by others and working with lab partner
Outcome: Thomas will meet with counselor on Fridays
Left message—response to note regarding
conferences
Left message—research paper is going well and new
system seems to be working well
Reason: Dominick’s behavior impacting learning—not
doing work, acting up in class
Outcome: Sign assignment notebook every night
August 2012
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Module 5, Handout 7: Set C, Artifact 2 Cover Page
Educator—Name/Title:
T. Wilson, sixth-grade science teacher
Evaluator—Name/Title:
P. Randolph, principal
School(s):
George Washington Middle School
Educator Plan:
Self-Directed Growth Plan
Developing Educator Plan
Plan Duration:
Two-Year
Artifact Title/Name:
Submission Date:
Directed Growth Plan
Improvement Plan*
One-Year
Less than a year _____
Parent E-Mail Exchange With Mother of Marco Martinez
12/15/11
Artifact Evidence
What aspects of educator performance does this artifact illustrate?
Aligned
Indicator
III-C
(Communication)
III-B
(Collaboration)
I-C
(Analysis)
Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).
Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and
Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
I-A. Curriculum and
Planning
II-A. Instruction
II-B. Learning Environment III-B. Collaboration
IV-B. Professional Growth
I-B. Assessment
II-C. Cultural Proficiency
IV-C. Collaboration
I-C. Analysis
II-D. Expectations
III-A. Engagement
III-C. Communication
IV-A. Reflection
IV-D. Decision Making
IV-E. Shared Responsibility
IV-F. Professional
Responsibilities
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 17 of 23
From: Wilson, Tom
Sent: Wednesday, 11/9/2011, 2:15 p.m.
To: Martinez, Julia
Subject: Digestion Unit Vocabulary
Dear Mrs. Martinez,
As we discussed at our last conference, I’m attaching a list of key vocabulary for the unit on digestion that starts next
week. We committed to working together on two things:
1. Helping Marco keep his materials for science organized so that he can use these resources to study (so you will
now have this vocabulary list as a “backup”—and, as a reminder, it is also on this “this week” tab on our class
website: www.gwsmithschool.org/sciencerocks/6thgrade).
2. Helping Marco prioritize daily review of vocabulary at home so that he does more learning of these terms
“along the way” rather than only studying the night before a quiz.
I hope you can take these next steps with Marco:
1. Have him make vocabulary cards (word on the front, definition on the back).
2. Set up a nightly schedule for five minutes of review—maybe during dinner, maybe right before bed—but some
time when he will review the cards and you can either monitor him or work directly with him.
Please keep me posted on how this at-home activity goes this week so that we can continue to work together to
support Marco’s science learning. I hope we’ll see great results on this week’s quiz!
Mr. Wilson
Science Teacher
George Washington Middle School
From: Martinez, Julia
Sent: Thursday, 11/10/2011, 8:30 p.m.
To: Wilson, Tom
Subject: RE: Digestion Unit Vocabulary
Thank you for sending the vocabulary list. Marco is making the vocabulary cards tonight, but he feels like this is “extra
work.” Will he get extra credit for making these cards?
Thank you again,
Mrs. Martinez
P.S. Can you send more index cards? Thank you!
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 18 of 23
From: Wilson, Tom
Sent: Thursday, 11/10/2011, 11:30 p.m.
To: Martinez, Julia
Subject: RE: Digestion Unit Vocabulary
Dear Mrs. Martinez,
Thanks for your follow-up e-mail and question. It’s great for us to keep communicating in support of Marco’s science
learning. I reminded Marco today that making these vocabulary cards is absolutely “extra work,” but it is not for extra
credit —it is to help him improve his science grade. Specifically, I mentioned to him:
 Using science vocabulary appropriately improves his class discussion grade.
 Including the science vocabulary improves his lab reports.
 Learning the science vocabulary improves his quiz and test scores.
He seemed to understand why this work was required and why we are talking about it so much; keep me posted on
any more questions that come up at home.
I will send a pack of index cards early next week.
Mr. Wilson
Science Teacher
George Washington Middle School
From: Wilson, Tom
Sent: Tuesday, 11/15/2011, 2:20 p.m.
To: Martinez, Julia
Subject: Quiz score
Dear Mrs. Martinez,
Marco received a 6/10 on today’s quiz. While that score still has room for improvement, I wanted to let you know it
was his highest score of the quarter and that he included more vocabulary in his short-answer questions than any other
quiz this year. Let’s continue with our plan next week—I attached the list here for the circulatory system, the new unit
we’re starting, so you have them as backup at home. Let me know if you have questions.
Mr. Wilson
Science Teacher
George Washington Middle School
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 19 of 23
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Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 20 of 23
Module 5, Handout 8: Teacher Rubric At-a-Glance
The 4 Standards, 16 Indicators, and 33 elements in the Model Rubric for teachers:
(The complete Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator,
and Teacher is available at http://www.doe.mass.edu/edeval/model/.)
Standard I:
Curriculum, Planning, and
Assessment
A. Curriculum and Planning Indicator
Standard II:
Teaching All Students
A. Instruction Indicator
1. Subject Matter Knowledge
1. Quality of Effort and Work
2. Child and Adolescent Development
2. Student Engagement
3. Rigorous Standards-Based Unit Design
3. Meeting Diverse Needs
Standard III:
Family and Community Engagement
A. Engagement Indicator
Standard IV:
Professional Culture
A. Reflection Indicator
1. Parent/Family Engagement
1. Reflective Practice
2. Goal Setting
4. Well-Structured Lessons
B. Assessment Indicator
B. Learning Environment Indicator
B. Collaboration Indicator
1. Variety of Assessment Methods
1. Safe Learning Environment
1. Learning Expectations
2. Adjustments to Practice
2. Collaborative Learning Environment
2. Curriculum Support
B. Professional Growth Indicator
1. Professional Learning and Growth
3. Student Motivation
C. Analysis Indicator
C. Cultural Proficiency Indicator
C. Communication Indicator
1. Analysis and Conclusions
1. Respects Differences
1. Two-Way Communication
2. Sharing Conclusions With Colleagues
2. Maintains Respectful Environment
2. Culturally Proficient Communication
C. Collaboration Indicator
1. Professional Collaboration
3. Sharing Conclusions With Students
D. Expectations Indicator
D. Decision-Making Indicator
1. Clear Expectations
1. Decision Making
2. High Expectations
3. Access to Knowledge
E. Shared Responsibility Indicator
1. Shared Responsibility
F. Professional Responsibilities Indicator
1. Judgment
2. Reliability and Responsibility
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
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Module 5, Handout 9: Plan for the Collection and Organization of
Evidence
Elements of the Plan
Notes: What, Where, When, and How…
SUPPORT
Support the
development of detailed
Educator Plans
Identify common
artifacts all or most
educators will be
expected to collect and
analyze
Standard I:
Curriculum,
Planning, and
Assessment
Standard II:
Teaching All
Students
Standard III: Family
and Community
Engagement
Standard IV:
Professional
Culture
Share examples of highquality evidence
COMMUNICATE
EXPECTATIONS
ORGANIZE
Identify a system for
collecting and organizing
evidence
(paper based, e-mail
driven, cloud supported)
Determine a schoolwide
process by which
educators should submit
evidence
(how and when)
Calendar
(ensure that agreedupon supports and
resources are available
throughout the year;
identify and calendar
regular points of contact)
Communicate
schoolwide expectations
to all educators: what,
how and when to share
evidence
(faculty meeting, e-mail,
calendar reminders, etc.)
Participant Handouts for Training
Module 5: Gathering Evidence
August 2012
Page 23 of 23