Collecting Artifacts:
Showcasing Your Best Work!
November 18, 3:30-5:00
November 25, 2:15-3:45
WHS Library
Implementing your Educator Plan
Sources of Evidence for Summative Ratings
Three categories of evidence must be collected for each educator:
1. Multiple measures of student learning, growth, and achievement
2. Judgments based on observations and artifacts of professional
practice
3. Additional evidence relevant to standards
o This includes evidence collected by the educator and shared with
the evaluator relating to fulfilling Performance Standards (rubric)
What does this look like?
Products of Practice Related
to Standards
Multiple Measures of
Student Learning
Other Evidence Related to
Standards
• Student work
(quizzes, homework,
presentations, etc.)
• Student and staff
feedback (2013–14
school year)
Artifacts
• Teacher-developed unit
assessments
• Grade-level meeting notes
• Parent/teacher
communication log
• PLC meeting notes
Observations
• Notes/feedback from short,
frequent observations
(inside/outside classrooms)
• Notes and feedback from
announced observations
• Portfolios
• Performance
assessments
(including arts,
vocational, health and
wellness)
• Interim assessments
• State or district
assessments
What is an artifact?
Products of an educator’s work that demonstrate knowledge and skills of the educator.
Artifacts should never be documents manufactured for the evaluation.
This definition of artifact comes from state regulations, 603 CMR 35.02.
Importance of Strategically Collecting
Artifacts
Artifacts should be a sample that demonstrates educator performance and
impact:
• Evidence should be clearly tied to:
• educator goals
• Standards/Indicators
Number of artifacts to collect varies by educator – Recommended 3 per
Standards/Indicator
Artifacts can provide evidence of more than one Standard or Indicator
Examples of evidence
1-A-4-- Lesson Plans
2-A-1--Beginning and end of year writing prompt to assess student writing
growth.
3-B-2--Parent newsletters sent home each month to update parents on
curriculum, upcoming important dates, and classroom needs.
4-A-2--IPDP which outlines personal classroom instruction goals as well as
district and school goals.
Observations- are also evidence
Artifacts also generated as you work toward your goals
How many artifacts
do I need?
3 for each Standard/Indicator for this evaluation cycle
Some artifacts can be used for multiple standards/indicators
9-12 total
How can I collect and
manage all my
artifacts?
Strategies for Collecting Artifacts
• Identify common artifacts that all or most educators will be expected to
collect.
• Share examples with co-workers
• Remember to collect artifacts that provide evidence relevant to all 4
Standards, not just your 2 goals.
Artifact Cover Page
Running Record of Evidence Form
Set Yourself and Your School Up for Success
• The more concrete the Educator Plan, the easier it is to identify and collect
artifacts.
• Share examples of high-quality, valuable evidence during common planning
time, team meetings, department meetings, or staff meetings
• Select example artifacts that provide evidence of more than one Standard
or Indicator where possible.
• Identify common artifacts that all or most educators will be expected to collect
(unit assessments, parent-teacher logs, etc.).
Organize
Adopt a process for organizing artifacts and observation notes by
Standard or Indicator and/or goals:
• Paper-based, e-mail-driven, or online “cloud-based” system
Calendar:
• Review actions in Educator Plans. Let your evaluator know if you
need additional supports and resources.
• Identify key points of contact throughout the year (observations
and feedback, formative assessment conferences, and summative
evaluations).
What types of artifacts
showcase my work?
Work in pairs or groups of 3 to:
• Brainstorm artifacts that might be common to all educators
• Brainstorm artifacts that might demonstrate the Standards/Indicators
you have selected to work on this year
• Discuss which artifacts might be the strongest pieces of evidence of your
work
Next Steps in the Process
Educator responsibilities:
• Identifying, collecting, and organizing artifacts/evidence related to goal progress
• Documenting action steps completed
• Collecting and submitting common artifacts
• Collecting and submitting evidence related to Standards
Evaluator responsibilities:
• Making resources and supports available
• Identifying common artifacts/evidence
• Observing practice and providing regular and specific feedback on performance
• Monitoring progress—including midpoint check-ins
• Organizing and analyzing evidence over time