Summary of 2016 findings
December 2016
Survey design and methodology
- All Massachusetts superintendents and principals were surveyed in February and March 2016. 21% of superintendents and 37% of principals responded to the survey. Responses were representative of the state, and reported results were statistically weighted to further ensure representativeness.
Findings: Curriculum frameworks
- The vast majority of superintendents and principals felt that the curriculum frameworks set appropriate expectations for learning and stimulate instructional shifts so that students can meet those expectations.
% agree somewhat + agree strongly / Superintendents / Principals
The curriculum frameworks: / ELA / Math / ELA / Math / Science
Prepare students for college and career / 91 / 85 / 96 / 96 / 76
Set appropriate expectations for learning / 95 / 83 / 98 / 100 / 86
Stimulate instructional shifts so students meet expectations / 98 / 92 / 97 / 96 / 86
- About 80% of administrators reported that they have aligned their local curriculum, materials, and assessments to the ELA and mathematics frameworks. Districts are farther behind in aligning their resources in science—understandable since that framework is newer.
% reporting “aligned” or “strongly aligned” / Sups / Principals
Reported alignment of the following resources to the curriculum frameworks / Overall / ELA / Math / Science
ELA curriculum / 88 / 84 / -- / --
Mathematics curriculum / 80 / -- / 80 / --
Science curriculum / 65 / -- / -- / 60
District summative assessments / 76 / 83 / 81 / 50
District formative assessments / 77 / 78 / 78 / 52
Textbooks (ELA, mathematics, science) / 63, 70, 51 / 67 / 77 / 38
Findings: Educator evaluation
- Large majorities of respondents agreed that the teacher evaluation framework promotes self-reflection, promotes growth and development, improves student learning, and identifies outstanding and struggling teachers.
% agree somewhat + agree strongly
The teacher evaluation framework: / Sups / Principals
Promotes self-reflection / 98 / 91
Promotes growth and development / 92 / 95
Improves student learning / 88 / 95
Identifies outstanding teachers / 83 / 89
Identifies struggling teachers / 95 / 91
- Nearly all superintendents and principals agreed that common assessments, such as district-determined measures, were well aligned to the content teachers teach; a smaller majorityagreed that they were well aligned to non-instructional roles. Most also agreed that common assessments are a useful part of educators’ evaluations.
% agree somewhat + agree strongly / Sups / Principals
The common assessments used as evidence to inform teachers’ student impact ratings are well aligned to the content they teach / 89 / 86
The common assessments used as evidence to inform student impact ratings for non-instructional staff are well aligned to their roles / 71 / 68
Data from common assessments are a useful part of an (educator’s / teacher’s) evaluation* / 64 / 87
*Superintendents were asked about educators, principals about teachers
- The majority of principals (57%) spent less than 25% of their time on evaluation activities in a typical week. Principals evaluated a median of 26 educators and shared their evaluation responsibilities with other school administrators (74%), district leaders (45%), teacher leaders (12%), and coaches (6%).
Findings: Professional development
- Principals reported that the factors that most influence their decisions about the types of professional development to offer teachers are classroom observations, student assessment data, and input from teachers, with 90% reporting that each of these three factors is influential to a moderate or large extent.
- The majority of principals (58%) reported that their teachers collaborate more than once a week. A smallshare of principals (12%) reportedthat their teachers observe each other more than once a week; most commonly, principals indicatedthat teachers only have this opportunity about once every other month (32%). About a quarter of principals indicated their teachers participate in professional learning communities more than once a week.
Findings: Personalized and digital learning
- About 60% of principals reported that at least some students in their building have an individualized learning plan (ILP). These ILPs typically captured students’ short and long-term goals, self-identified strengths and challenges, academic history and plans, and postsecondary education and career interests.
- 40% of principals reported that their school offers career development education, defined as learning opportunities across a range of career awareness, career exploration and/or career immersion to help students learn about and prepare for careers.
- 31% of principals reported that they are implementing computers or tablets for all students occasionally or regularly. 41% reported that teachers in their schools are implementing digital or online textbooks.
Findings: Perceptions of the Department of Elementary and Secondary Education
- For the first time since ESE started surveying administrators, more than half of superintendents and principals agreed that ESE provides services in a coherent, well coordinated fashion. Large majorities also agreed thatESE is effective in its efforts to improve K–12 education.
Superintendents / Principals
% agree somewhat + agree strongly / 2009 / 2011 / 2016 / 2009 / 2011 / 2016
ESE provides services in a coherent, well coordinated fashion. / 24.1% / 37.3% / 57.9% / 41.0% / 44.2% / 65.9%
ESE is effective in its efforts to improve the overall quality of K–12 education. / 41.7% / 60.0% / 66.7% / 58.4% / 64.1% / 74.6%