Artifacts 101: The Role of
Artifacts in Educator
Support and Evaluation
Spring 2015 Webinar
Outcomes

Explain the three categories of evidence
required by the Oregon Framework, and
identify concrete examples of each

Understand the role of artifacts in the
evaluation process

Identify a process that is efficient and
effective and reduces redundancy
2
Self –Reflection
Summative
Evaluation
Goal Setting
Continuous
Learning
Observation/
Collection of
Evidence
Every educator and
evaluator gathers
evidence and
assesses progress
Observation/
Collection of
Evidence
Formative
Assessment/Eval
uation
Every educator and
evaluator gathers
evidence and
assesses progress
3
Three Types of Evidence
1.
2.
Multiple measures of student learning &
growth
Evidence relevant to professional practice
o Observations
o Artifacts
3.
Evidence relevant to professional
responsibilities
o Includes evidence collected by the educator
and shared with the evaluator relating to
progress toward professional goals
4
What is Evidence?
the available body of facts or information
indicating whether a belief or proposition
is true or valid
 signs; indications


Can be gathered “on stage” or “off stage”
On Stage vs. Off Stage

On Stage (Observations)
◦ What is seen – Aspects of teaching/leadership
that are directly observable

Off Stage (Artifacts)
◦ Behind-the-scenes work that has a significant
impact on learning
Artifacts

Artifacts should be samples that
demonstrates educator performance and
impact
◦ Aligned with educator goals, the Oregon
Model Core Teaching Standards, Oregon
Educational Leadership/Administrator
Standards, your district’s rubric, or
school/district goals
Possible Artifacts for Teachers
Professional Practice
Related to Standards
Multiple Measures of
Student Learning &
Growth
• Teacher-developed unit
assessments
• Student work (quizzes, • Student and staff
homework,
feedback
presentations, etc.)
• Grade-level meeting
notes
• Portfolios
• Parent/teacher
• Performance
communication log
assessments
• PLC meeting notes
• Interim assessments
• Documentation of
Professional Learning
• State or district
assessments
• Lesson Plans
• Notes/feedback forms
from short, frequent
observations
(inside/outside
classrooms)
• Notes and feedback
from announced
observations
• Email communications
between educator and
evaluator tied to
practice
Professional
Responsibilities
Related to Standards
8
Possible Artifacts for
Administrators
Professional Practice
Related to Standards
Multiple Measures of
Student Learning &
Growth
Professional
Responsibilities
Related to Standards
• Staff meeting
plans/agendas
• Building Rankings
(School growth, subgroup growth)
• Staff survey results
• Parent/Principal
communications
• PTA meeting notes
• Self-reflection
• School/District
Improvement Plan
• Professional Goal
Setting
• Master Schedule
• Staff Retention Rate
• Documentation of
Distributive Leadership
(shared leadership)
• Log of observations
• Notes/feedback from
observation meeting
• Graduation Rate*
• Notes and feedback from
observation/post
observation conference
• National,
international, district
or school-wide
developed
assessments
• Surveys about
instructional leadership
• Discipline Data*
• Staff Communication
• Teacher Professional
Development
*Not applicable to
principals
What does the Framework say?

“The educator and evaluator collect
evidence using multiple measures regarding
student learning and growth, professional
practice, professional responsibilities, and
student learning to inform progress
throughout the process of evaluation”
Provides examples of artifacts for PP and PR
www.ode.state.or.us/search/page/?id=3637

Setting Your District Up for
Success
 Get
 Be
Organized
Strategic
 Communicate
Expectations
1. Get Organized

Adopt a process for organizing artifacts by
Standard or Indicator and/or goals:
◦ Paper-based, email-driven, or online “cloudbased” system
Identify key points of contact throughout
the year to review artifacts
 Assign Responsibility

◦ Educator collects and submits artifacts
throughout the evaluation cycle
◦ Evaluator organizes and analyzes artifacts
12
2. Be Strategic




The more focused the Student Learning and
Growth and Professional Goals, the easier it
is to identify and collect artifacts.
Share examples of artifacts during faculty or
team meetings that provide evidence of more
than one Standard or Indicator.
Identify common artifacts that all or most
educators might already be collecting (unit
assessments, parent-teacher logs, etc.).
Number of artifacts to collect varies by
educator
13
3. Communicate Expectations

Artifacts should be samples that
demonstrates educator performance and
impact

Evidence should be clearly tied to educator
goals, Standards, or Indicators

Provide everyone with a clear idea of what,
how, and when to share products of
practice
14
Possible Processes

Artifacts reviewed through the lens of the
performance rubric vs. “artifact tool”

Choice of artifacts left up to educator and
evaluator vs. district required list of
artifacts

Other?
Resources

Toolkit
www.ode.state.or.us/search/page/?id=3759
◦ ODE recommended rubrics artifact templates
◦ Missouri Artifact Tool

Resources from Districts
www.ode.state.or.us/search/page/?id=3853
◦ David Douglas “Artifact Ideas” for Danielson
◦ Specialist Rubrics
 Salem Keizer (specialists)
 Lebanon (non-building administrators)

Additional technical assistance from ODE
Questions?
Contacts
Educator Effectiveness Team:
 Tanya Frisendahl
[email protected]
 Sarah Martin
[email protected]
 Sarah Phillips
[email protected]
 Brian Putnam
[email protected]
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Evidence 101: The Role of Artifacts in Educator Evaluation