Educator Evaluation and Support System

Basics

Oregon Framework for Teacher and Administrator

Evaluation and Support SystemsAlignment of State and Federal Requirements

Guides implementation of aligned state &

federal requirements

Guides implementation of aligned state &

federal requirements

The Oregon Framework incorporates SB290 and federal requirements

HB 2186 in 2015 session added charter schools

OAR 581-022-1723

Purpose of an Evaluation & Support System

• Improve instructional, professional and leadership practices

• Engage every educator as an active participant in their evaluation

• Ensure the process promotes collaboration and continuous learning

• Improve student growth and prepare students for College, Careers and Citizenship

Vision and Principles of a Quality System

Vision: This is a transformative professional growth system Values have shifted from just making contract

renewal decisions to elevating leading, teaching and learning

To nurture a culture of continuous improvement and growth by including formative assessment & support

To create alignment between evaluation and professional learning that adds value to the system

Oregon Framework Required Elements

(1) (2) (3) (4) (5)Standards

of Professional Practice

Differentiated

Performance Levels:

4 Levels

Multiple Measure

s

Evaluation and

Professional Growth

Cycle

Aligned Profession

al Learning

• Elements must be included in all teacher and administrator evaluation and support systems:

•Must align to requirements, but flexibility in local design

TeachersTeachers AdministratorsAdministrators

Model Core Teaching Standards (InTASC)oFour Domains/10 Standards:

1. The Learner and Learning

2. Content3. Instructional Practice4. Professional

Responsibility

Educational Leadership/Administrator Standards (ISLLC)

Six Domains:1. Visionary Leadership2. Instructional

Improvement3. Effective Management4. Inclusive Practice5. Ethical Leadership6. Socio-Political Context

Standards of Professional Practice

Differentiated Performance Levels

Performance evaluated on the Standards of Professional Practice on 4 levels Level 1 – Does not meet standards Level 2 – Making progress toward

standards Level 3 – Meets standards Level 4 – Exceeds standards

Proficient

Multiple Measures

Evidence of the quality of teachers’ planning, delivery of instruction, and assessment of student learning

Evidence of progress toward professional goals or contribution to school or district goals

Evidence of educators’ contributions to student learning

Collaborative Student Learning and Growth Goal Setting Process: Teachers and administrators collaborate with

supervisors/evaluators to establish at least two student learning and growth goals

Discuss rigor and rationale of each goal, research-based strategies, professional learning needed to support goal attainment

Meet and discuss progress mid-year and at end of year

Reflect on results and determine implications for professional growth path and summative evaluation

www.ode.state.or.us/search/page/?id=3836

Multiple Measures: Student Learning & Growth

Category Types of Measures

1 Oregon’s state assessments that must be used to meet ESEA Waiver requirements•SMARTER Balanced

• Grades 4-8 in English language arts and mathematics•OAKS Extended Assessments1

• Grades 4-8 in English language arts and mathematics

2 Additional Statewide Assessments•Science Assessment•Social Sciences Assessment•ELPA Other Assessments (School-wide or district-wide)•Commercially developed assessments that include pre- and post-measures •Locally developed assessments that include pre- and post-measures •Results from proficiency-based assessment systems •Locally-developed collections of evidence, i.e. portfolios of student work that include multiple types of performance

Multiple Measures: Student Learning & Growth

1Used by special education teachers who provide instruction in ELA or math for those students who take extended assessments

Factors in Summative Effectiveness Rating

Determining a Final Score: Oregon Matrix

Y-

Axi

s: PP

/ P

R

LEVEL 4

Collegial

*SLG Inquiry

3

Facilitative or

Collegial

* SLG Inquiry

3 or 4

Facilitative

4

Facilitative

4

LEVEL 3

Collegial or Consulting

*SLG Inquiry

2 or 3

Collegial

3

Collegial

3

Collegial

3

LEVEL 2

Consulting

2

Consulting

2

Consulting

2

Collegial or Consulting

* PP/PR Inquiry

2 or 3

LEVEL 1

Directed

1

Directed

1

Consulting or

Directed

* PP/PR Inquiry

1 or 2

Consulting

* PP/PR Inquiry

2

LEVEL 1 LEVEL 2 LEVEL 3

LEVEL 4

X-Axis: SLG

*Inquiry Process

Evaluation and Professional Growth Cycle

Educator conducts an

assessment of practice against

performance standards

Culmination of multiple

formative observations, reflections, professional

conversations

Educator and evaluator review progress toward

goals and/or performance

against standards

Educator strategically

identifies professional practice and

student learning goals

Educator and evaluator collect evidence using

multiple measures

Aligned Professional Learning

Evaluation aligned with high quality professional development opportunities Relevant to educator’s goals and needs Informs decisions for professional growth

Standards for Professional Learning

http://www.learningforward.org/standards

Dates Activities

July 2012 ESEA Waiver conditionally approved; State Board endorsed Oregon Framework

2012-13 Pilot framework and student growth models in 14 school districts

All districts develop or align local evaluation & support systems; ODE regional support

Spring 2013 ODE resubmit amended evaluation guidelines for USED approval

By July 1, 2013 All districts submit revised evaluation systems assurances and implementation plan to ODE for approval

By Sept 1, 2013

ODE review and approve district evaluation systems/assurances; identify technical assistance/professional development needs

2013-14 All districts implement initial plans for local systems for all evaluations; districts will refine their systems; ODE regional support

2014-15 All districts continue implementing local systems; ODE regional support

By July 1, 2015 Districts present local evaluation system to Regional Peer Panel

2015-16 & beyond

Continuous improvement of evaluation systems and regional support

Historical Background

http://www.ode.state.or.us/search/page/?id=3759

District ModelsRecommended RubricsStudent Learning and Growth GoalsOregon MatrixStudent Growth Percentiles

Educator Effectiveness Toolkit