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 ◦ Student growth as a “significant factor” ◦ Implementation began July 1, 2013  Student Learning Goals held harmless

 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Framework Required Elements

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

 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) StandardsDefinitionExample

 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Framework Required Elements

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

 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 “look- fors” within the Effective (3) column (5 minutes)

 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Framework Required Elements

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

 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Framework Required Elements

16 Every educator is an active participant in the evaluation process. Every educator and evaluator gathers evidence and assesses progress Aligned Professional Learning

 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)(2)(3)(4)(5) Standards of Professional Practice Rubric w/ Differentiated Performance Levels (4 levels) Multiple Measures Evaluation and Professional Growth Cycle Aligned Professional Learning Framework Required Elements

18 Professional Development is integrated in the evaluation cycle.

 Annual Self-reflection  Goals ◦ 2 Student Learning Goals EVERY year ◦ 2 Professional Goals on a 2 year cycle  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 Evidence Collection

A big shift…

 Observations  Artifacts  Aligned to Marshall Rubric 21 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

Let’s Take A Brain Break! Place any sticky note questions you have on targets.

Professional Practice Related to Standards Professional Responsibilities 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 Student and staff feedback (2013– 14 school year) Grade-level meeting notes Parent/teacher communication log PLC meeting notes Others? 23

OR Cocktail Napkin 24

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. 6 th grade teacher Year long science course 30 students 10 ELLs (5 mid-level & 5 high level) 3 on IEPs

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

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. 6 th grade teacher Year long science course 30 students 10 ELLs (5 mid-level & 5 high level) 3 on IEPs

28 Artifacts A two-day lesson plan for sub Unit assessment data Team meeting minutes Parent communication log 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

 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

 What do you see?  What do you hear?  No subjective comments! Remember this is not a “gotcha” system; it’s a growth system

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 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). 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

 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  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 Evidence Collection

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) Student Learning and Growth *A measure is a way of gathering evidence. Professional Responsibilities (Domains 5 & 6) Professional Practice (Domains 1-4) Evidence All measures are supported through artifacts and evidence.

 Leave questions on targets  Leave questions/ comments/ feedback on reflection sheet  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 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