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Oregon's Framework for Teacher Evaluation. What do North Clackamas teachers and administrators need to know?. • Sylvia Biggs- RCMS • Doug Bridge- Whitcomb • Rachael Hall- Sunnyside • Cam Kitchen- Mt. Scott • Marty Lefkowitz- CHS • Jenna Miller- HVMS • Mike Potter- View Acres

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Oregon s framework for teacher evaluation
Oregon's Framework for Teacher Evaluation

What do North Clackamas teachers and administrators need to know?

Sb 290 design committee

• Sylvia Biggs- RCMS

• Doug Bridge- Whitcomb

• Rachael Hall- Sunnyside

• Cam Kitchen- Mt. Scott

• Marty Lefkowitz- CHS

• Jenna Miller- HVMS

• Mike Potter- View Acres

• Aeylin Summers- DO

• Erin Whitlock- OEA

SB 290 Design Committee

• John Beight- HR

• Alyson Brant- ACMS

• Christine Garcia- CHS

• Rob Holloway- SSS

• Jodi Lee- Duncan

• Jason McCammon- SSC

• Mark Pinder- MHS

• Shelly Reggiani- ELL

• Robin Troche- MHS and NCEA

A brief history lesson
A Brief History Lesson

  • How did we come to do this work?

  • Why now?

Oregon s waiver and teacher evaluation
Oregon's Waiver and Teacher Evaluation

Elementary Secondary Education Act (ESEA) waiver to get out of Adequate Yearly Progress (AYP) requirements needed certain assurances:

• Senate Bill 290 (2011)

- Evaluation systems collaboratively designed with teachers and exclusive bargaining representative

- Aligned to model core teaching standards

- Multiple-measures to determine proficiencies

• ESEA-No Child Left Behind Waiver (2012)

- Consensus evaluation framework

- Student growth as a “significant factor”

- 2012-2013 development of a model within the framework for each district

Sb 290 requirements
SB 290 Requirements

Teacher and administrator evaluations systems must:

• Provide examples of multiple measures;

• Use four performance levels of effectiveness;

• Have student learning as a significant consideration in the evaluation;

• Evaluate teachers and administrators on a regular cycle;

• Have district superintendents report regularly to local boards on their evaluation systems and educator effectiveness.

Oregon s waiver and teacher evaluation1
Oregon's Waiver and Teacher Evaluation

ESEA-No Child Left Behind Waiver:

• Every teacher evaluation in Oregon must include multiple, valid measures tied to established standards of teaching.

• Prohibits evaluations based solely on standardized tests. Requires multiple, valid measures of student learning when student growth is considered in an evaluation.

• Requires districts to provide teachers the opportunity to set their own student learning goals.

• Local association and district determine measures in evaluation system consistent with SB 290.

• Oregon’s Waiver does not require school districts to set an arbitrary percentage weight for student growth in individual teacher evaluations.

Oregon s framework required elements
Oregon's Framework Required Elements

  • All district teacher and administrator evaluation and support systems must include the following five elements:

1 standards of professional practice
1) Standards of Professional Practice

Adopted Model Core Teaching Standards and Educational Leadership/Administrator Standards

• Interstate Teacher Assessment & Support Consortium (InTASC)

• Four Domains:

1- The Learner and Learning

2- Content

3- Instructional Practice

4- Professional Responsibility

2 differentiated performance levels
2) Differentiated Performance Levels

Teacher and administrator performance assessed on the Standards of Professional Practice on four levels:

Level 1 – Does not meet standards

Level 2 – Making progress toward standards

Level 3 – Meets standards

Level 4 – Exceeds standards

• Rubrics describe performance at each level for each standard.

• Rubrics guide individuals toward improving their practice at the next performance level

• District team has selected the Danielson rubric for our model.

3 multiple measures
3) Multiple Measures

Oregon teacher evaluations must include measures from three categories of evidence:

Aligned to the standards of professional practice

3) Multiple Measures

(A) Professional Practice

  • Teachers: Evidence of effectiveness of planning, delivery of instruction, and assessment of student learning

    (B) Professional Responsibilities

  • Teachers: Evidence of teachers’ progress toward their own professional goals and contribution to schoolwide goals, including collegial learning

3 multiple measures1
3) Multiple Measures

C) Student Learning and Growth

• “Student growth” defined as “the change in student achievement between two or more points in time.”

• “Significant” means student growth must play a meaningful role in evaluations.

• Teachers, in collaboration with their supervisors/ evaluators, will establish student growth goals and select evidence from a variety of valid measures and regularly assess progress.

• Pilots will help determine the definition of “significant.”

3 multiple measures2
3) Multiple Measures

Measures of student learning and growth include three types of measures:

3 multiple measures3
3) Multiple Measures

  • Multiple measures of student growth allows for inclusion of all educators not just in state tested areas (e.g. the arts, music, CTE, ELL, special education).

  • All teachers held to the same standards, i.e., Model Core Teaching Standards.

  • Evaluation processes/tools differentiated to accommodate the unique skills and responsibilities for teachers of students with disabilities and English Learners.

4 evaluation and professional growth cycle
4) Evaluation and Professional Growth Cycle

Critical steps in the cycle

Collaborative process, ongoing feedback, focus on improving effectiveness

4 evaluation and professional growth cycle1
4) Evaluation and Professional Growth Cycle

  • Frequency of Evaluations

    • Probationary teachers – every year

    • Contract teachers – at least every two years

    • Probationary administrators – every year

    • Administrators – at least every two years

5 aligned professional development
5) Aligned Professional Development

• Goal is to improve professional practice.

• Evaluations inform educators of strengths and weaknesses.

• System will support informed decisions for professional growth.

• Professional learning must be relevant to the educator's goals and needs.


• Our district is partnered with OEA and ODE to pilot the “multiple measures” component of the system from mid-February to mid-May.

• We must submit our assurances to the state for both the certified and administrative systems by June, 2013.

• In the 2013-2014 SY, we will be evaluated according to these new systems.

• We will be “held harmless” for the student achievement part for the year.

• We can still make changes next year as we work the system.

The new systems are not about
The new systems are Not about:

• Merit pay,

• Reducing any staff member to a score,

• Making staff members fearful,

• Pitting staff members or whole schools against each other.

The new system is about
The new system is about:

• Aligning the system to support staff in teaching and supporting the growth and achievement of all students.

• Supporting staff members in the complex work of teaching and learning.

• Supporting staff in taking risks to help the students who need the most help.

• Helping everyone get what they need to grow: certified staff, administrators and kids.


Questions will be tracked, answered and posted on a special section of the website, so all staff can access shared information.