Thank you!




At the end of this session, participants will be able to:
Understand the big picture of our new evaluation system
Create evidence-based statements on artifacts and observations, and connect these statements to the Marshall rubric
Apply this new evidence-based system to our own practice

Why do we have a new evaluation system?


Senate Bill 290 (2011)
◦ The “Oregon Framework for Teacher and Leader
Effectiveness” created to implement SB290
 Aligned to model core teaching standards
 Multiple-measures, not reliance on test scores

ESEA-No Child Left Behind Waiver (2012)
◦ Piloting the evaluation framework included in Oregon’s waiver 2012-2013
◦ Student growth as a “ significant factor ”
◦ Implementation began July 1, 2013
 2013-2014 Student Learning Goals held harmless

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning

Oregon Model Core Teaching Standards
( InTASC )
 Four Domains:
 The Learner and Learning
 Content Knowledge
 Instructional Practice
 Professional Responsibility
InTASC: Interstate Teacher Assessment and Support Consortium
8




Break your table group into two groups
Match the examples and definitions with the
InTASC standards (4 minutes)
Check to see if you agree with the other group at your table (1 minute)
Standards Definition Example

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning





Marshall
Danielson
Marzano
LEGENDS
These rubrics align with InTASC Standards and have been approved by the ODE for use in Oregon.
11


◦
Open your handbook to the Rubric section
(pg. 12). Read bullet #3.
3 is the new awesome!

6 Domains; 10 Criteria within each domain

Turn to page 15 (Domain 3: Delivery of
Instruction)
◦ With a partner, pick a criteria and brainstorm “lookfors” within the Effective (3) column ( 5 minutes )

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning

MULTIPLE MEASURES* FOR TEACHER &
ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290)
Professional
Practice
(Domains 1-4)
Professional
Responsibilities
(Domains 5 & 6)
Student Learning and Growth
Evidence Evidence Evidence
*A measure is a way of gathering evidence.

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning

Self
Assessment/
Reflection
Summative
Evaluation
Observation/
Collection of
Evidence
Aligned
Professional
Learning
Goal Setting
Every educator and evaluator gathers evidence and assesses progress
Observation/
Collection of
Evidence
Formative
Assessment/Mid
Year Review
16

Framework Required Elements
 Teacher Evaluation
 Oregon Framework for Teacher Evaluation and Support
 All district teacher evaluation and support systems in Oregon must include the following five elements:
(1)
Standards of
Professional
Practice
(2)
Rubric w/
Differentiated
Performance
Levels
(3)
Multiple
Measures
(4 levels)
(4)
Evaluation and
Professional
Growth
Cycle
(5)
Aligned
Professional
Learning

Self
Assessment/
Reflection
Summative
Evaluation
Goal Setting
Professional
Development
Observation/
Collection of
Evidence
Observation/
Collection of
Evidence
Formative
Assessment/Mid
Year Review
18


Annual Self-reflection

Goals
◦ 2 Student Learning Goals EVERY year
◦ 2 Professional Goals on a 2 year cycle
Evidence
Collection

Observations
◦ If you are in Year 2 of the cycle or probationary
 15 mini (5-7 minute) observations with feedback

Meetings with Evaluator
◦ Beginning, middle and end of year

A big shift…




Observations
Artifacts
Aligned to Marshall Rubric
Carousel Activity:
• Work as a table group
• Brainstorm artifacts you could present as evidence for a given criteria that an evaluator may not observe
• Rotate through 6 criteria
21

Place any sticky note questions you have on targets.

Professional Practice Related to
Standards
Artifacts
•Teacher-developed unit assessments
•Lesson Plans
• Others?
Observations
•Notes/feedback from short, frequent observations (inside/outside classrooms)
•Notes and feedback from announced observations
Professional Responsibilities
Related to Standards
•Student and staff feedback (2013–
14 school year)
•Grade-level meeting notes
•Parent/teacher communication log
•PLC meeting notes
• Others?
23

Cocktail Napkin
OR
24

• 6 th grade teacher
• Year long science course
• 30 students
• 10 ELLs (5 mid-level & 5 high level)
• 3 on IEPs
Professional
Practice
Goal:
Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.




Examine Observation Evidence Collection
Form.
Highlight factual statements.
Underline opinion statements or statements not based on evidence.
26

• 6 th grade teacher
• Year long science course
• 30 students
• 10 ELLs (5 mid-level & 5 high level)
• 3 on IEPs
Professional
Practice
Goal:
Science Team Goal: In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.

Artifacts
A two-day lesson plan for sub
Unit assessment data
Team meeting minutes
Parent communication log
E-mail exchange
Your job:
• Pick an artifact
• Highlight evidence of
Tom’s goal
• Highlight evidence of other criteria from rubric
• Link evidence to rubric
• note domain # and criteria letter
28

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

Artifacts should be samples that demonstrate educator performance and impact
◦ Aligned with Marshall’s rubric
Number of artifacts to collect varies by educator
Artifacts can provide evidence of more than one criteria
29




Choose one of the Professional Responsibility
Domains (5 or 6)
What evidence do you already collect?
What things do you already do that you could easily document and use as evidence?
Brainstorm ideas with your colleagues.

15 mini observations


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Remember this is not a “gotcha” system; it’s a growth system

33




Kelli teaches 4 th grade
A math lesson is in progress
Kelli’s goals focus on:
1.
Improving students’ understanding of place value and properties of operations in order to perform multi-digit arithmetic (Standard 4.NBT.4-6); and
2.
Using instructional practices that engage all students during independent or small group work time (Marshall 3f&g). http://www.youtube.com/watch?v=dRczDWKhwlg&feature=youtu.be
34


Now, try to match your evidence with
Marshall’s rubric…


Compare/discuss the notes with your table
Identify points of agreement as well as areas where you did not see evidence
35

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


FOCUSED: feedback should focus on what was observed
EVIDENCE-BASED: feedback should be grounded in evidence of practice
CONSTRUCTIVE: feedback should reinforce effective practice and identify areas for continued growth
TIMELY: feedback should be provided shortly after the observation
36


Annual Self-reflection

Goals
◦ 2 Student Learning Goals EVERY year
◦ 2 Professional Goals on a 2 year cycle
Evidence
Collection

Observations
◦ If you are in Year 2 of the cycle or probationary
 15 mini (5-7 minute) observations with feedback

Meetings with Evaluator
◦ Beginning, middle and end of year

Choose a domain where you see the most need for growth.
Take a few moments to identify where you fall in each of those criteria
What evidence could you collect?
If you have time, repeat with more domains.




At the end of this session, participants will be able to:
Understand the big picture of our new evaluation system
Create evidence-based statements on artifacts and observations, and connect these statements to the Marshall rubric
Apply this new evidence-based system to our own practice

MULTIPLE MEASURES* FOR TEACHER &
ADMINISTRATOR EFFECTIVENESS
Oregon Framework for Teacher and Administrator Evaluation and Support Systems (aka SB290)
All measures are supported through artifacts and evidence.
Professional
Practice
(Domains 1-4)
Professional
Responsibilities
(Domains 5 & 6)
Student Learning and Growth
Evidence Evidence Evidence
*A measure is a way of gathering evidence.




Leave questions on targets
Leave questions/ comments/ feedback on reflection sheet
E-mail us at




Chuck teaches 10 th grade physics
Chuck is a 3 rd year teacher
Chuck’s goals focus on:
◦ Help students through the use of questioning strategies analyze, interpret and communicate results of scientific investigations.
◦ Creating a safe and collaborative learning environment http://www.youtube.com/watch?v=AxBavxlDC9s
43


Now, try to match your evidence with
Marshall’s rubric…


Compare/discuss the notes with your table
Identify points of agreement as well as areas where you did not see evidence
44