Common use of Elements Unsatisfactory Needs Improvement Proficient Exemplary Clause in Contracts

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to Specialized Instructional Support Personnel (SISP) Rubric

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school- wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to Specialized Instructional Support Personnel model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” This MEMORANDUM OF AGREEMENT (SISPhereinafter “Agreement”) Rubricis entered into by and between the Weymouth School Committee (hereinafter the "Committee") and the Weymouth Educators' Association, Unit A (hereinafter the "Association").

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide F Specialized Instructional Support Personnel Rubric Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model “SISP” Rubric. Structure of the Specialized Instructional Support Personnel (SISP) Rubric

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide SISP RUBRIC Standard I: Curriculum, Planning, and Assessment. promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to Specialized Instructional Support Personnel (SISP) Rubricimprove instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. Indicator I-A. Curriculum and Planning: Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-structured lessons with measurable outcomes.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school- wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to Specialized Instructional Support Personnel (SISP) Rubric.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide school-wide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide school-wide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. 83 Appendix C-3 Guide to Specialized Instructional Support Personnel C-4 SMART Goals S =Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic, and Results Focused (SISPthe 3 Rs) RubricT =Timed and Tracked XXXX SCHOOL COMMITTEE BARGAINING COMMITTEE: Xxxx Xxxxxxxx Xxxxxxx, Mayor Xxxxxxxx X. Xxxxxx Xxxxx X. Xxxxxxxx Xxxxx X. Xxxxxxx Xxxx X. Xxxx, Xx. Xxxxxxxx Xxxxxx Xxxxx Xxxxxxxxx Xxxxxxxxx X. Xxxxxx, Superintendent Xxxx X. Xxxxx, Esquire, Labor Relations Consultant LYNN TEACHERS UNION, LOCAL 1037 AMERICAN FEDERATION OF TEACHERS, AFL-CIO BARGAINING COMMITTEE: Xxxxxx X’Xxxx, President Xxxxxx Xxxxx, AFT Massachusetts Xxxx Xxxxxxxx Xxxxxx Xxxxxxxx Xxxxx Xxxxxx Xxxxx Xxxxxx Xxxxxxxx Xxxx Xxxxxx Xxxxx Xxxxxxxx Xxxx Xxxx Xxxxxxxx Xxxxxxx XxXxxxxxxx-Xxxxxxx Xxxxxxx Xxxxxx Xxxx-Xxx Xxxxx

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses misses’ paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide B: Setting SMART Goals9 Good goals help educators, schools, and districts improve. That is why the educator evaluation regulations require educators to Specialized Instructional Support Personnel develop goals that are specific, actionable, and measurable. They require, too, that goals be accompanied by action plans with benchmarks to assess progress. This “SMART” Goal framework is a useful tool that individuals and teams can use to craft effective goals and action plans: S M = = Specific and Strategic Measurable A = Action Oriented R = Rigorous, Realistic, and Results-Focused (SISPthe 3 Rs) RubricT = Timed and Tracked Goals with an action plan and benchmarks that have these characteristics are “SMART.” A practical example some of us have experienced in our personal lives can make clear how this SMART goal framework can help turn hopes into actions that have results. First, an example of not being “SMART” with goals: I will lose weight and get in condition. Getting SMARTer: Between March 15 and Memorial Day, I will lose 10 pounds and be able to run 1 mile nonstop. The hope is now a goal, that meets most of the SMART Framework criteria: It’s Specific and Strategic = 00 xxxxxx, 0 xxxx Xx’s Measurable = pounds, miles It’s Action-oriented = lose, run It’s got the 3 Rs = weight loss and running distance It’s Timed = 10 weeks 9 The SMART goal concept was introduced by X.X. Xxxxx, X. Xxxxxx and X. Xxxxxxxxxx in There’s a S.M.A.R.T. way to write management’s goals and objectives , Management Review 70 (11), AMA Forum, pp. 35-36. What Makes a Goal “SMART”? also draws from the work of Xx Xxxxx, Superintendent of Schools in Lenox; Xxxx X’Xxxxx, Teachers 21; and Xxxx Xxxxxxx, Northeast Field Director for MASC. SMART enough: To make the goal really “SMART,” though, we need to add an action plan and benchmarks. They make sure the goal meets that final criteria, “Tracked.” They also strengthen the other criteria, especially when the benchmarks include “process” benchmarks for tracking progress on the key actions and “outcome” benchmarks that track early evidence of change and/or progress toward the ultimate goal. Key Actions  Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks.  Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks.  Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run a mile, non-stop, by the end of week 10.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part Ill: Appendix C. ESE Model Rubric for Teachers January 2012 page C-14 of C-15 Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Note: At the Exemplary level, an educator's level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by "Is able to model." Part Ill: Appendix C-3 C. ESE Model Rubric for Teachers January 2012 page C-15 of C-15 APPENDIX C-4 AMESBURY EDUCATOR EVALUATION SYSTEM SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL RUBRIC Massachusetts Department of ELEMENTARY & SECONDARY EDUCATION Massachusetts Model System for Educator Evaluation Part Ill: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix D. Specialized Instructional Support Personnel (SISP) RubricRubric March 2012 Massachusetts Department of Elementary and Secondary Education 00 Xxxxxxxx Xxxxxx, Xxxxxx, XX 00000-0000 Phone 000-000-0000 TTY: N.E.T. Relay 800-439-2370

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately proactively to protect student confidentiality, confidentiality rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to ATTACHMENT (C)(2) SISP RUBRIC Structure of the Specialized Instructional Support Personnel (SISP) Rubric

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubic, this level of expertise is denoted by “is able to model.” Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubic, this level of expertise is denoted by “is able to model.” Massachusetts Model System for Educator Evaluation Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher Appendix C-3 D. Specialized Instructional Support Personnel Rubric March 2012 Massachusetts Department of Elementary and Secondary Education 00 Xxxxxxxx Xxxxxx, Xxxxxx, XX 00000-0000 Phone 000-000-0000 TTY: N.E.T. Relay 800-439-2370 xxx.xxx.xxxx.xxx Guide to Specialized Instructional Support Personnel (SISP) Rubric Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model “SISP” Rubric. Structure of the Specialized Instructional Support Personnel (SISP) Rubric

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops colleaguesdevelops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to Specialized Instructional Support Personnel (SISP) Rubric.

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide school-wide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide school-wide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to Specialized Instructional Support Personnel C-4 SMART Goals S =Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic, and Results Focused (SISPthe 3 Rs) RubricT =Timed and Tracked Xxxx School Committee Bargaining Committee: Xxxx Xxxxxxxx Xxxxxxx, Mayor Xxxxxxxx X. Xxxxxx Xxxxx X. Xxxxxxxx Xxxxx X. Xxxxxxx Xxxx X. Xxxx, Xx. Xxxxxxx Xxxxx Xxxxxxx X. Xxxxxxxx Xxxxxxxxx X. Xxxxxx, Superintendent Xxxx X. Xxxxx, Esquire, Labor Relations Consultant Lynn Teachers Union, Local 1037 American Federation of Teachers, AFL-CIO Bargaining Committee: Xxxxx Xxxxxx, President Xxxxxxxxx XxXxxx, AFT Massachusetts Xxxx Xxxxxxxx Xxxxx Xxxxxx Xxxxxxxx Xxxx Xxxx Xxxxxxxx Xxxxxxx XxXxxxxxxx-Xxxxxxx Xxxxxx XxXxxxx

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately proactively to protect student confidentiality, confidentiality rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Appendix C-3 Guide to Specialized Instructional Support Personnel (SISP) RubricAPPENDIX D IPDP FORM APPENDIX E INSURANCE MEMORANDUM OFAGREEMENT BETWEEN THE XXXXXX SCHOOL COMMITTEE AND

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information. Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent. Occasionally misses or is late to assignments, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. Note: At the Exemplary level, an educator’s level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric, this level of expertise is denoted by “Is able to model.” Appendix C-3 Guide F Specialized Instructional Support Personnel Rubric Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model “SISP” Rubric. Structure of the Specialized Instructional Support Personnel (SISP) Rubric

Elements Unsatisfactory Needs Improvement Proficient Exemplary. IV-E-1. Shared Responsibility Rarely reinforces schoolwide school-wide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs. Within and beyond the classroom, inconsistently reinforces schoolwide school- wide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs. Within and beyond the classroom, consistently reinforces schoolwide school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs. Individually and with colleagues colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element. Indicator IV-F. Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently. IV-F. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-F-1. Judgment Demonstrates poor poor, professional, judgment and/or discloses confidential student information inappropriately. Sometimes demonstrates questionable questionable, professional, judgment and/or inadvertently shares confidential information. Demonstrates sound sound, professional judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately. Demonstrates sound sound, professional, judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element. IV-F-2. Reliability & Responsibility Frequently misses or is late to assignmentsassignments and meetings, makes errors in records, and/or misses paperwork deadlines; deadlines or is frequently late or absent. Occasionally misses or is late to assignmentsassignments and meetings, completes work late, and/or makes errors in records. Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school. Consistently fulfills all professional responsibilities to high standards. Is able to model this element. WRSC-WAA Evaluation Agreement Appendix C-3 Guide D. Evaluation Forms March 2018 Based on the Model the Model System developed by the Massachusetts Department of Elementary and Secondary Education 00 Xxxxxxxx Xxxxxx, Xxxxxx, XX00000-0000 Phone 000-000-0000 TTY: N.E.T. Relay 000-000-0000 xxx.xxx.xxxx.xxx Educator—Name/Title: Primary Evaluator—Name/Title: School(s): Check all that apply2: Proposed Goals Final Goals Date: A minimum of one student learning goal and one professional practice goal are required. Team goals must be considered per 603 CMR 35.06(3)(b). Attach pages as needed for additional goals or revisions made to Specialized proposed goals during the development of the Educator Plan. Student Learning Goal Check whether goal is individual or team; write team name if applicable. Professional Practice Goal Check whether goal is individual or team; write team name if applicable. Individual Team: Individual Team: S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented; R=Rigorous, Realistic, and Results- Focused; T=Timed and Tracked 2 If proposed goals change during Plan Development, edits may be recorded directly on original sheet or revised goal may be recorded on a new sheet. If proposed goals are approved as written, a separate sheet is not required. Educator—Name/Title: Primary Evaluator—Name/Title: School(s): Educator Plan: Self-Directed Growth Plan Developing Educator Plan Directed Growth Plan Improvement Plan* Plan Duration: Two-Year One-Year Less than a year Start Date: End Date: Student Learning Goal Check whether goal is individual or team; write team name if applicable. Individual Team: Student Learning Goal(s): Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed. Action Supports/Resources from School/District1 Timeline or Frequency *Additional detail may be attached if needed. Educator—Name/Title: Professional Practice Goal Check whether goal is individual or team; write team name if applicable. Individual Team: Professional Practice Goal(s): Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Attach additional pages as needed. Action Supports/Resources from School/District3 Timeline or Frequency This Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership,” is “aligned to statewide Standards and Indicators in 603 CMR 35.00 and local Performance Standards,” and “is consistent with district and school goals.” (See 603 CMR 35.06 (3)(d) and 603 CMR 35.06(3)(f).) Signature of Evaluator Date: Signature of Educator* Date: * As the evaluator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c)), the signature of the educator indicates that he or she has received the Goal Setting Form with the “Final Goal” box checked, indicating the evaluator’s approval of the goals. The educator’s signature does not necessarily denote agreement with the goals. Regardless of agreement with the final goals, signature indicates recognition that “It is the educator’s responsibility to attain the goals in the plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.” (See 603 CMR 35.06(4)) 3 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d). Administrator Name & Title: Primary Evaluator Name & Title: School(s): Assessing4: Progress toward attaining goals Performance on Standards Both Progress Toward Student Learning Goal(s) Describe current level of progress and feedback for improvement. Attach additional pages as needed. Progress Toward Professional Practice Goal(s) Describe current level of progress. Attach additional pages as needed. Progress Toward Improvement Plan Goal(s) Describe current level of progress and feedback for improvement. Attach additional pages as needed. 4 As per 603 CMR 35.02 and 603 CMR 35.06(5), formative assessment shall mean the process used to assess progress toward attaining goals set forth in Educator Plans, performance on Performance Standards, or both. Administrator Name & Title: Performance on Each Standard Describe performance and feedback for improvement. Attach additional pages as needed. I: Instructional Support Personnel (SISP) RubricLeadership II: Management & Operations III: Family & Community Engagement