For Districts and Educators

Teacher Leadership Tools

The Boston Teacher Leadership Certificate program was established in 2010 to be a learning organization that could not only support teachers to strengthen their abilities to be professional resources for one another, school improvement and district reform, but also to build knowledge about the conditions required for that to happen.

Partnership Development: A Strategy and Support Tool for Principals

This draft tool has been developed for Boston Public Schools (BPS) Principals and Administrators by Teachers21 and Community Matters with financial support from the Massachusetts Department of Elementary and Secondary Education. The guidance provided is drawn from an examination of current leadership standards, research on Boston partnerships, interviews with BPS principals and partners, and literature that examines partnership dynamics across the nation.

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Supervision and Evaluation Resources

District Determined Measures

Supervision and Evaluation Binder: Table of Contents

Here are materials used as part of our district training on the new Massachusetts supervision and evaluation framework.

  1. Five-Step Cycle (35.06)
    • Self- Assessment addressing Standards of Performance and Student Learning
    • Goal Setting and Educator Plan (at least 1 student learning and 1 professional practice goal); team goals must be considered - Implementation of the Educator Plan and Collection of Evidence
    • Formative Assessment or a Formative Evaluation, including Mid-Cycle
    • Summative Evaluation based on performance against standards and attainment of goals
  2. Four Standards and All Indicators as defined in regulation; districts may ADD, but not SUBTRACT (35.03 and 35.04)
  3. Rubrics that are "comparably rigorous and comprehensive" to ESE's model rubrics (35.08 (2))
  4. Four Educator Plans: Developing Educator , Self-directed Growth , Directed Growth , and Needs Improvement - vary in length; see the regulations (35.06 (3))
  5. Four Ratings: Unsatisfactory, Improvement, Proficient, Exemplary (Proficient is expected, rigorous level of performance of most educators) (35.08)
  6. Two-Year Cycle for experienced educators and those with Professional Teacher Status rated Proficient or Exemplary (35.06)
  7. One-Year Cycle for educators without Professional Teacher Status and administrators in their first 3 years in administrative position in district (35.06 (8))
  8. At least three categories of evidence: 1) multiple measures of student learning; 2) judgments based on observations and artifacts of professional practice; 3) additional

Learning Models

Teachers21 has contributed to the knowledge base on K-12 teaching and leading through the development of innovative learning models that seek to strengthen the single greatest variable in student achievement: teacher and leader expertise. These learning models, along with extensive implementation work within districts to improve and inspire learning, led to the development of our approach.

The following are learning models created by the Teachers21 research team.

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