Student Learning Goal vs. Impact on Student Learning

The student learning goal is part of the Five-Step Evaluation Cycle, which requires that educators complete a self-assessment using the professional practice rubric and an analysis of student learning outcomes to inform the two required goals of every Educator Plan: the professional practice goal and the student learning goal. According to regulations (603 CMR 35.02):

  • The Educator Plan shall mean the growth or improvement actions identified as part of each educator's evaluation. The Educator Plan shall include, but is not limited to, at least one goal related to the improvement of practice, one goal for the improvement of student learning, an action plan with benchmarks for goals established in the plan, and the evaluator's final assessment of the educator's attainment of the goals. All elements of the Educator Plan are subject to the evaluator's approval.

  • Goal shall mean a specific, actionable and measurable area of improvement as set forth in an educator's plan. A goal may pertain to any or all of the following: educator practice in relation to performance standards, educator practice in relation to indicators, or specified improvement in student learning, growth and achievement.

  • Impact on Student Learning shall mean at least the trend in student learning, growth and achievement, and may also include patterns in student learning, growth and achievement.

  • Measurable shall mean that which can be classified or estimated, in relation to a scale, rubric, or standards.

  • Model System shall mean the comprehensive educator evaluation system designed and updated as needed by the department, as an exemplar for use by districts. The Model System shall include tools, guidance, rubrics and contract language developed by the department that satisfy the requirements of 603 CMR 35.00.

  • Multiple Measures shall include a combination of classroom, school and district assessments and student growth percentiles, where available.

  • Patterns shall mean consistent results from multiple measures.Trends shall be based on at least two years of data.