• Skip to primary navigation
  • Skip to main content
SRI logo
  • About
    • Press room
    • Our history
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Search
Close
Teaching quality publications August 1, 2015

Research Brief: Implementation of the Educator Evaluation Framework in Massachusetts

Citation

Copy to clipboard


Comstock, M., Harless, E., Hsieh, T., & Mitchell, N. (2015). Implementation of the Educator Evaluation Framework in Massachusetts. Research Brief. Menlo Park: SRI International.

Abstract

In 2012, the Massachusetts Department of Elementary and Secondary Education contracted with SRI International and its research partners, Abt Associates, Nancy Brigham Associates, and J Koppich and Associates, to conduct an independent study of the implementation of Massachusetts’ Educator Evaluation Framework. During the 2014–15 school year, the research team administered a statewide survey of principals and school staff and conducted educator interviews and focus groups in seven Massachusetts case study districts.

This research brief summarizes the following key findings from the independent evaluation:

  1. Educators were divided about whether the EEF is focused on professional growth and development. Educators’ experiences with and perceptions of the Educator Evaluation Framework appeared strongly linked to districts’ communication efforts about its purpose and uses.
  2. Educators had mixed views of whether individual components of the evaluation improved instruction. Staff and principals valued the components of the Educator Evaluation Framework that provided opportunities to collaborate and reflect on instructional practices, such as goal-setting, observations, and feedback.
  3. Districts have made significant progress toward developing and implementing district-determined measures (DDMs) of student learning, though educators had mixed perceptions about their utility and fairness. Interviewed staff and principals were more likely to report positive perceptions of the implementation of DDMs when they had been involved in the identification and development process and when their districts had emphasized the purpose and uses of the DDMs for informing practice.
  4. Surveyed principals and staff were confident that evaluators had the appropriate knowledge and skills to effectively conduct evaluations. Nevertheless, evaluators indicated that they struggled to balance their responsibilities and ensure consistency. Perceived inconsistencies have led educators to question the system’s fairness.

↓ Download

Share this

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Career call to action image

Make your own mark.

Search jobs

Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Institute

Leadership

Press room

Media inquiries

Compliance

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter


日本支社
SRI International
  • Contact us
  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2023 SRI International
Manage Cookie Consent
To provide the best experiences, we use technologies like cookies to store and/or access device information. Consenting to these technologies will allow us to process data such as browsing behavior or unique IDs on this site. Not consenting or withdrawing consent, may adversely affect certain features and functions.
Functional Always active
The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network.
Preferences
The technical storage or access is necessary for the legitimate purpose of storing preferences that are not requested by the subscriber or user.
Statistics
The technical storage or access that is used exclusively for statistical purposes. The technical storage or access that is used exclusively for anonymous statistical purposes. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you.
Marketing
The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes.
Manage options Manage services Manage vendors Read more about these purposes
View preferences
{title} {title} {title}