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 teacher growth and This next series of questions asks your views on the role of evaluation in supporting development in your district. C2. Indicate your agreement with the following statements the teacher evaluation system in your district. Agree Disagree Disagree The district’s teacher evaluation system helps… Strongly Strongly Somewhat Somewhat 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 1 2 3 4 and relationship skills, and responsible decision-making). teachers use better assessment practices (such as □ □ □ □ getting better at setting student learning goals, monitoring 1 2 3 4 progress, and providing students with feedback). 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
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 □
VISTA-D.docx