Leveraging
High Quality Artifacts
in
Educator Effectiveness
Educator Effectiveness
January, 2014
Goals:
● Delineate the difference between artifacts and evidence
● Discuss chararacteristics of high quality high leverage
artifacts
Tables
What is the
difference between
an artifact and
evidence?
Come up with a
definition for each
Delineating
between
Artifacts and Evidence
Evidence of Educator Practices is captured in two ways: through
observations of the educator by his or her evaluator, and by educators
uploading artifacts and tagging evidence in Teachscape to a
component on the appropriate framework.
Evidence
● Statement
● What may be seen or heard
● Describes an event/artifact
Artifact
● Object, tangible
● Created by person
● Little meaning when
stands alone
Oh….Ah Ha!
Not all evidence has to have an artifact, but
ALL artifacts have to have an evidence
statement.
Each component will have EVIDENCE, but
not necessarily an artifact.
Wait What?
Not all evidence has to have an artifact, but ALL artifacts
have to have an evidence statement.
Each component will have evidence, but not necessarily an
artifact.
Example: 4d Participating in the Professional Community. I am a member of
site council which is evidence that I participate in school initiatives and partner
with colleagues to share and plan for student success. Site council meets
monthly and is responsible for developing the school goals and action plans to
meet those goals.
No, but seriously….What do I
HAVE to have?
For domains 1 and 4:
• each component needs to have an artifact
with an evidence statement OR an
evidence statement
• When in doubt of whether you should
have an artifact, check with your evaluator
What the What?
Now that I know what the difference is
between artifacts and evidence….
How do I know if the artifact or evidence is
high quality or high leverage?
Give it to me Straight Up!
Characteristics of high quality:
•
•
•
•
•
Clearly labeled with domain and component it
represents (tag)
Specific in wording so the evaluator understands the
connection to the domain/component (and so you
remember why you chose it!)
Shows growth for students and teacher
Shows teacher reflection
Represents your BEST
Bang for your Buck
Characteristics of high leverage:
• Crosses multiple domains and/or
components
• Has multi purpose or could be used for
evidence of SLO, PPG, and/or teacher
practice
Sample Artifact
See the sample team meeting minutes
• Which components in domain 4 could this
artifact demonstrate?
Considerations for Artifact Selection
What impact on student learning does this artifact demonstrate?
!
What impact on your professional practice does this artifact demonstrate?
What evidence do you have to support your artifact?
How does this artifact connect to data source(s)?
How does this artifact connect to your goal(s)?
(Effectiveness Project - CESA #6 July 2014)
Examples of evidence statements and
aligned artifacts:
Artifact: Parent Teacher contact log
Evidence (Statement): Parent/Teacher Log Artifact 1 identifies
multiple contacts with families for each of my students.
Artifact: PDP
Evidence (Statement): PDP reflection Artifact 2 identifies how
my professional reflection, goals and learning is impacting my
daily instructional practices
Sample Evidence Statement
Using the Sample Grade Level Team
Meeting Minutes and components you
identified, write an evidence statement.
BIAS & INTERPRETATION:
The pitfalls of evidence statements
Evidence, Bias, Interpretation
(oh my!)
Evidence = what is heard or seen
Bias = cause to feel or show inclination or prejudice for or
against someone or something; “I wish I woulda seen”,
shoulda, coulda
Interpretation = characterization of the evidence; how well,
must be, class was chaotic, students love…, students were
bored.
The teacher states the following as evidence;
determine if it is evidence, bias or interpretation
1. The Lesson Plan demonstrates how well I
designed the lesson to show the students that the
Civil War was a tragedy for the U.S.
2. The Parent Letter provides information to parents
about how student led parent/teacher conferences
will take place this year.
3. The Differentiation video shows how much better it
is to have a variety of student learning activities.
The teacher states the following as evidence; determine
if it is evidence, bias or interpretation
1. Lesson Plan demonstrates how well I designed the
lesson to show the students that the Civil War was a
tragedy for the U.S. (Interpretation)
1. Parent Letter provides information to parents about
how student led parent/teacher conferences will take
place this year. (Evidence)
1. Differentiation video shows how much better it is to
have a variety of student learning activities. (Bias)
Practice Makes Perfect
Re-write the previous slide’s bias and
interpretation to be evidence statements
Go back and check the evidence statement
you wrote for the Sample Grade Level Team
Meeting Minutes artifact to ascertain it is
free of bias and interpretation
Avoiding Common Mistakes
1. Entering evidence statements that
represent bias or interpretation
2. Uploading artifacts without evidence
statements and correlation to
components
3. Not tagging evidence to the SLO
4. Uploading too many artifacts
WI DPI Deep Dive
https://media.dpi.wi.gov/ee/step4-moy/deepdiveeducator/story.html
Outlines what the educator and evaluator need to
be doing “mid year”
Turn your Completion Certificate in to your
evaluator by January 30.