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Educator Evaluation and Support System Basics

This guide provides an overview of the Oregon Framework for Teacher and Administrator Evaluation and Support Systems, aligning state and federal requirements. It includes information on the purpose, vision, and principles of a quality system, as well as the required elements and standards for professional practice. The guide also covers differentiated performance levels, multiple measures of evidence, and the evaluation and professional growth cycle. Resources for aligned professional learning and recommended rubrics are included.

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Educator Evaluation and Support System Basics

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  1. Educator Evaluation and Support System Basics

  2. OregonFramework for Teacher and Administrator Evaluation and Support SystemsAlignment of State and Federal Requirements The Oregon Framework incorporates SB290 and federal requirements HB 2186 in 2015 session added charter schools OAR 581-022-1723 Guides implementation of aligned state & federal requirements

  3. 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

  4. 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

  5. Oregon Framework Required Elements • Elements must be included in all teacher and administrator evaluation and support systems: • Must align to requirements, but flexibility in local design

  6. Standards of Professional Practice Teachers Administrators Model Core Teaching Standards (InTASC) • Four Domains/10 Standards: • The Learner and Learning • Content • Instructional Practice • Professional Responsibility EducationalLeadership/ Administrator Standards (ISLLC) • Six Domains: • Visionary Leadership • Instructional Improvement • Effective Management • Inclusive Practice • Ethical Leadership • Socio-Political Context

  7. 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

  8. 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

  9. Multiple Measures: Student Learning & Growth • 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

  10. Multiple Measures: Student Learning & Growth 1Used by special education teachers who provide instruction in ELA or math for those students who take extended assessments

  11. Factors in Summative Effectiveness Rating

  12. Determining a Final Score: Oregon Matrix *Inquiry Process

  13. Evaluation and Professional Growth Cycle Educator conducts an assessment of practice against performance standards Culmination of multiple formative observations, reflections, professional conversations Educator strategically identifies professional practice and student learning goals Educator and evaluator review progress toward goals and/or performance against standards Educator and evaluator collect evidence using multiple measures

  14. 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

  15. Historical Background

  16. Educator Effectiveness Toolkit http://www.ode.state.or.us/search/page/?id=3759 • District Models • Recommended Rubrics • Student Learning and Growth Goals • Oregon Matrix

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