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Oregon's Framework for Teacher Evaluation What do North Clackamas teachers and administrators need to know?

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Presentation on theme: "Oregon's Framework for Teacher Evaluation What do North Clackamas teachers and administrators need to know?"— Presentation transcript:

1 Oregon's Framework for Teacher Evaluation What do North Clackamas teachers and administrators need to know?

2 SB 290 Design Committee John Beight- HR Alyson Brant- ACMS Christine Garcia- CHS Rob Holloway- SSS Jodi Lee- Duncan Jason McCammon- SSC Mark Pinder- MHS Shelly Reggiani- ELL Robin Troche- MHS and NCEA Sylvia Biggs- RCMS Doug Bridge- Whitcomb Rachael Hall- Sunnyside Cam Kitchen- Mt. Scott Marty Lefkowitz- CHS Jenna Miller- HVMS Mike Potter- View Acres Aeylin Summers- DO Erin Whitlock- OEA

3 A Brief History Lesson How did we come to do this work? Why now?

4 Oregon's Waiver and Teacher Evaluation Elementary Secondary Education Act (ESEA) waiver to get out of Adequate Yearly Progress (AYP) requirements needed certain assurances: Senate Bill 290 (2011) - Evaluation systems collaboratively designed with teachers and exclusive bargaining representative - Aligned to model core teaching standards - Multiple-measures to determine proficiencies ESEA-No Child Left Behind Waiver (2012) - Consensus evaluation framework - Student growth as a “significant factor” development of a model within the framework for each district

5 SB 290 Requirements Teacher and administrator evaluations systems must: Provide examples of multiple measures; Use four performance levels of effectiveness; Have student learning as a significant consideration in the evaluation; Evaluate teachers and administrators on a regular cycle; Have district superintendents report regularly to local boards on their evaluation systems and educator effectiveness.

6 Oregon's Waiver and Teacher Evaluation ESEA-No Child Left Behind Waiver: Every teacher evaluation in Oregon must include multiple, valid measures tied to established standards of teaching. Prohibits evaluations based solely on standardized tests. Requires multiple, valid measures of student learning when student growth is considered in an evaluation. Requires districts to provide teachers the opportunity to set their own student learning goals. Local association and district determine measures in evaluation system consistent with SB 290. Oregon’s Waiver does not require school districts to set an arbitrary percentage weight for student growth in individual teacher evaluations.

7 Oregon's Framework Required Elements All district teacher and administrator evaluation and support systems must include the following five elements: Standards of Professional Practice Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning

8 1) Standards of Professional Practice Adopted Model Core Teaching Standards and Educational Leadership/Administrator Standards Interstate Teacher Assessment & Support Consortium ( InTASC) Four Domains: 1- The Learner and Learning 2- Content 3- Instructional Practice 4- Professional Responsibility

9 2) Differentiated Performance Levels Teacher and administrator performance assessed on the Standards of Professional Practice on four levels: Level 1 – Does not meet standards Level 2 – Making progress toward standards Level 3 – Meets standards Level 4 – Exceeds standards Rubrics describe performance at each level for each standard. Rubrics guide individuals toward improving their practice at the next performance level District team has selected the Danielson rubric for our model.

10 3) Multiple Measures Oregon teacher evaluations must include measures from three categories of evidence: Aligned to the standards of professional practice

11 (A) Professional Practice –Teachers: Evidence of effectiveness of planning, delivery of instruction, and assessment of student learning (B) Professional Responsibilities –Teachers: Evidence of teachers’ progress toward their own professional goals and contribution to schoolwide goals, including collegial learning 3) Multiple Measures

12 C) Student Learning and Growth “Student growth” defined as “the change in student achievement between two or more points in time.” “Significant” means student growth must play a meaningful role in evaluations. Teachers, in collaboration with their supervisors/ evaluators, will establish student growth goals and select evidence from a variety of valid measures and regularly assess progress. Pilots will help determine the definition of “significant.”

13 Category Types of Measures of Student Learning (aligned to standards) Examples include, but are not limited to: 1 State or national standardized tests Oregon Assessment of Knowledge and Skills (OAKS), SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments 2 Common national, international, regional, district-developed measures ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, other national measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms 3 Classroom-based or school-wide measures Student performances, portfolios, products, projects, work samples, tests Measures of student learning and growth include three types of measures: 3) Multiple Measures

14 Multiple measures of student growth allows for inclusion of all educators not just in state tested areas (e.g. the arts, music, CTE, ELL, special education). All teachers held to the same standards, i.e., Model Core Teaching Standards. Evaluation processes/tools differentiated to accommodate the unique skills and responsibilities for teachers of students with disabilities and English Learners. 3) Multiple Measures

15 Critical steps in the cycle Collaborative process, ongoing feedback, focus on improving effectiveness 4) Evaluation and Professional Growth Cycle

16 Frequency of Evaluations –Probationary teachers – every year –Contract teachers – at least every two years –Probationary administrators – every year –Administrators – at least every two years 4) Evaluation and Professional Growth Cycle

17 5) Aligned Professional Development Goal is to improve professional practice. Evaluations inform educators of strengths and weaknesses. System will support informed decisions for professional growth. Professional learning must be relevant to the educator's goals and needs.

18 Timelines Our district is partnered with OEA and ODE to pilot the “multiple measures” component of the system from mid- February to mid-May. We must submit our assurances to the state for both the certified and administrative systems by June, In the SY, we will be evaluated according to these new systems. We will be “held harmless” for the student achievement part for the year. We can still make changes next year as we work the system.

19 The new systems are Not about: Merit pay, Reducing any staff member to a score, Making staff members fearful, Pitting staff members or whole schools against each other.

20 The new system is about: Aligning the system to support staff in teaching and supporting the growth and achievement of all students. Supporting staff members in the complex work of teaching and learning. Supporting staff in taking risks to help the students who need the most help. Helping everyone get what they need to grow: certified staff, administrators and kids.

21 Questions? Questions will be tracked, answered and posted on a special section of the website, so all staff can access shared information.


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