Name Grade/Room _________ 4 Principles Clearly examines research using scientific principles and knowledge.Examines research using scientific principles and Examines research using scientific Examines research but does not use scientific principles and/or knowledge.Information All information relevant to the main topic is addressed.
10 or more pages of research.Most information relevant to the main topic is addressed.
8 to 9 pages of research.Some information relevant to the main topic is addressed.6 to 7 pages of research.Information has little or nothing to do with the main topic.5 or fewer pages of research.Information is very organized with well-paragraphs and Information is organized with is paragraphs are not well-constructed.The information appears to be disorganized.Category 4 No grammatical, spelling or punctuation errors.grammatical, spelling or punctuation errors.
A few grammatical, spelling or punctuation errors.spelling, or punctuation errors.(information and accurately documented in APA (information and accurately documented, but a Some sources are not accurately documented and/or not in APA format.No sources are accurately documented or in APA format.
detailed and clearly based on research and is relevant to topic.
Science issue is restated.somewhat detailed and based on research.
It is relevant to topic.
Science issue is restated.
somewhat based on research and is relevant to the topic.
Science issue is restated.No conclusion was apparent OR important details were overlooked OR science issue is not restated.Reference List 10 or more sources are listed in APA format.
No more than four are from the Internet.
Copyright years are 10 or more sources are listed, but not in APA format or more than four are from the Internet.Copyright years are 6-9 sources are listed in APA format.
No more than three are from the Internet.Copyright years are Fewer than 5 sources are listed, APA format not followed, most are Internet Copyright years are before 2001.Presentation Clearly and summarizes the paper.
Information is relevant and pertinent.
Speaks fluently with good eye contact, and shows interest in topic.
Clearly summarizes the paper.
Information is relevant and pertinent.Speaks fluently with good eye contact.
Shows some interest in topic.
Use of note cards.Information given is presentation is difficult to follow.
Moderate eye contact.Relied heavily on note cards.
Information jumbled and irrelevant.
Presentation was no eye contact.
Did not seem interested in their topic.
Read from note cards..
Massachusetts Model System for Educator EvaluationPart III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher January 2012 Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 021484906Phone 7813383000 TTY: N.E.T.Relay 8004392370www.doe.mass.edu Part III: Guide to Rubricsand Model Rubricsanuary 2012page of iiiThis document was prepared by the Massachusetts Department of Elementary and Secondary EducationMitchell D.Chester, Ed.DCommissioner Board of Elementary and Secondary Education MembersMs.Maura Banta, Chair, MelroseMs.Beverly Holmes, Vice Chair, SpringfieldDr.Vanessa CaldernRosado, MiltonMs.
Paul Reville, Secretary of Education, WorcesterMr.David Roach, SuttonMitchell D.Chester, Ed.D., Commissioner and Secretary to the BoardThe Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public.We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation.Inquiries regarding the Departments compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 75 Pleasant St., Malden, MA 021484906.
2012 Massachusetts Department of Elementary and Secondary EducationPermission is hereby granted to copy any or all parts of this document for noncommercial educational purposes.Please credit the Massachusetts Department of Elementary and SecondaryEducation.This document printed on recycled paperMassachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 021484906Phone 7813383000TTY: N.E.T.Relay III: Guide to Rubricsand Model Rubricsanuary 2012page iiiof ContentsA Letter from the CommissionerThe Massachusetts Model System for Educator EvaluationOverviewStructure of the Model RubricsPerformance Levels in the Model RubricsDesign of the Model RubricsAdapting Rubrics for Different Roles and ResponsibilitiesSupport for Effective District ImplementationAppendix A.Superintendent RubricAppendix B.Administrator RubricAppendix C.Teacher RubricPart III: Guide to Rubrics and Model Rubrics January 2012page of A Letter from the CommissionerMassachusetts Department ofElementary and Secondary Education75 Pleasant Street, Malden, Massachusetts 021484906 Telephone: (781) 338 TTY: N.E.T.Relay 1Mitchell D.
January 10, 2012Dear Educators and other interested Stakeholders,I am pleased to present Part I of the Massachusetts Model System for Educator Evaluation.Since late June, when the Board of Elementary and Secondary Education adopted regulations to improve student learning by overhauling educator evaluation in the Commonwealth, staff here at the Department has been working closely with stakeholders to develop the Model System called for in the regulations.With the help of thoughtful suggestions and candid feedback from a wide range of stakeholders, we developed the first six components of the Model System: DistrictLevel Planning and Implementation GuideSchoolLevel Planning and Implementation GuideGuide to Rubrics and Model Rubrics for Superintendent, Administrator,and TeacherModel Collective Bargaining Contract LanguageImplementation Guide for Principal EvaluationImplementation Guide for Superintendent EvaluationI am excited by the promise of Massachusetts new regulations.
Thoughtfully and strategically mplemented, they will improve student learning by supporting analytical conversation about teaching and leading that will strengthen professional practice.
At the same time, the new regulations provide the opportunity for educators to take charge of theirown growth and development by setting individual and group goals related to student learning.The Members of the State Board and I know that improvement in the quality and effectiveness of educator evaluation will happen only if the Department does the hard work ahead with the field not to the field To that end, we at the Department need to learnwith the field
We will continue to revise and improve the Model System including the Implementation Guides based on what we learn with the field over the next few years.To help us do that, please do not hesitate to send your comments, questions and suggestions to us at EducatorEvaluation@doe.mass.edu.Please also visit the Educator Evaluation webpage at www.doe.mass.edu/edeval/.We will be updating the page regularly.Please know that you can count on the Department to be an active, engaged partner in the challenging, but critical work ahead.Sincerely,Mitchell D.Chester, Ed.D.Commissioner of Elementary and Secondary EducationPart III: Guide to Rubrics and Model Rubrics January 2012page of The Massachusetts Model System for Educator EvaluationThe Model System is a comprehensive educator evaluation system designed by the Department of Elementary and Secondary Education (ESE), pursuant to the new educator evaluation regulations, 603 CMR 35.00.
The following eightpart series was developed to support effective implementation of the regulations by districts and schools across the Commonwealth.Part I: DistrictLevel Planning and Implementation GuideThisGuidetakes district leaders school committees, superintendents and union leaders through factors to consider as they decide whether to adopt or adapt the Model System or revise their own evaluation systems to meet the new educator evaluation regulation.
The Guide describes the rubrics, tools, resources and model contract languageE
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