Meeting SB 290 District Evaluation Requirements Technical Assistance provided by a grant from the Chalkboard Project

Senate Bill 290 The State Board of Education adopted model core teaching standards (InTASC) and administrator standards (NPBEA) in December, 2011 as required by SB290. School districts must use the model core teaching and administrator standards to evaluate teachers and administrators by July 1, 2013.

Teaching Standards Must: Take into consideration multiple measures of teacher effectiveness, based on widely accepted standards of teaching that encompass a range of appropriate teaching behaviors and that use multiple evaluation methods; Take into consideration evidence of student academic growth and learning based on multiple measures of student progress, including performance data of students, schools and school districts; Be research-based; Be separately developed for teachers and administrators; and Be able to be customized for each school district, which may include individualized weighting and application of standards.

Core Standards must attempt to: Strengthen the knowledge, skills, disposition and classroom and administrative practices of teachers and administrators in public schools; Refine the support, assistance and professional growth opportunities offered to a teacher or an administrator, based on the individual needs of the teacher or administrator and the needs of the students; Allow each teacher or administrator to establish a set of classroom or administrative practices and student learning objectives that are based on the individual circumstances of the teacher or administrator; Establish a formative growth process for each teacher and administrator that supports professional learning and collaboration; and Use evaluation methods and professional development, support and other activities that are based on curricular standards and that are targeted to the needs of each teacher and administrator.

InTASC Teaching Standards General Categories The Learner and Learning: The teacher understands how children learn and develop, understands individual differences to allow each learner to realize his/her full potential, and creates environments that support individual and collaborative learning. Content: The teacher understands the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches, and how to connect concepts and use differing perspectives to engage learners.

InTASC Teaching Standards General Categories Instructional Practice: The teacher understands and uses multiple methods of assessment to engage learners, draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction, and uses a variety of instructional strategies to encourage learners. Professional Responsibility: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice and collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development.

InTASC Core Teaching Standards STANDARD 1: CONTENT PEDAGOGY  The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. STANDARD 2: STUDENT DEVELOPMENT  The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.

InTASC Core Teaching Standards STANDARD 3: DIVERSE LEARNERS The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills.

InTASC Core Teaching Standards STANDARD 5: MOTIVATION AND MANAGEMENT The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. STANDARD 6: COMMUNICATION AND TECHNOLOGY The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

InTASC Core Teaching Standards STANDARD 7: PLANNING The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. STANDARD 8: ASSESSMENT The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

InTASC Core Teaching Standards STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Educational Leadership Administrator Standards Visionary Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. Instructional Improvement: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive culture and instructional program conducive to student learning and staff professional growth.

Educational Leadership Administrator Standards Effective Management: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Inclusive Practice: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups.

Educational Leadership Administrator Standards Ethical leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Charlotte Danielson Framework

The Components of Professional Practice Domain 1: Planning and Instruction Demonstrating Knowledge of Content and Pedagogy (Standards: 1-8 See “Essential knowledge” in each standard.) Demonstrating Knowledge of Students (Standards: 1-Learner Development; 2-Learning Differences; 3-Learner Environments; 5-Innovative Applications of Content; 6-Assessment; 7-Planning for Instruction; 8-Instructiional Strategies) Selecting Instructional Outcomes (Standards: 4-Content Knowledge; 7) Demonstrating Knowledge of Resources (Standards: 1, 2, 3, 7, 8, 9-Reflection and Continuous Growth) Designing Coherent Instruction (Standards: 1-8) Designing Student Assessments (Standards: 1-8, 6-Assessments)

The Components of Professional Practice Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport (Standards: 1-Learning Development; 2-Learning Differences; 3-Learning Environments; 8-Instructional Strategies) Establishing a Culture for Learning (Standards: 1, 2, 3, 4-Content Knowledge; 5-Innovative Applications of Content; 6-Assessment; 7-Planning for Instruction; 8) Managing Classroom Procedures (Standards: 1-5; 7-8) Managing Student Behavior Organizing Physical Space

The Components of Professional Practice Domain 3: Engaging Students in Learning Communicating with Students (Standards: 1-Learner Development; 2-Learning Differences; 3-Learning Environments; 4-Content Knowledge; 5-Innovative Applications of Content; 6-Assessment; 7-Planning for Instruction; 8-Instructional Strategies) Using Questioning and Discussion Techniques (Standards: 1-8) Engaging Students in Learning Using Assessments in Learning Demonstrating Flexibility and Responsiveness

The Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching (Standards: 9-Reflection and Continuous Growth Maintaining Accurate Records (Standards: No specific InTASC standard on Point) Communicating with Families (Standards: 10-Collaboration) Participating in a Professional Community (Standards: 10) Growing and Developing Professionally (Standards: 9-10) Showing Professionalism (All Standards: Note “Critical Dispositions” From: Comparing Danielson’s Framework With 2010 INTASC Standards-Chamberlain, edited 11-22-10

Educator Standards & Evaluation Next Steps In Planning

Oregon’s Adopted Statutes/Rules Requires School districts to use core teaching standards (InTASC) and administrator standards (ISLLC) to evaluate all teachers and administrators by July 1, 2013. The standards shall be customized based on the collaborative efforts of teachers and administrators of the school district and the exclusive bargaining representative of the employees of the school district.

Current Evaluation System Analysis Analysis of current evaluation system in place Is the current evaluation system a formal evaluation system? Does the current evaluation system use a formal evaluation framework? Does the current evaluation system incorporate the proposed state guidelines for local evaluation and support systems? A. Used for continual improvement of instruction? B. Uses four meaningfully differentiated performance level ratings of effectiveness? C. Uses multiple, valid measures in determining performance levels? D. Evaluates teachers and principals on a regular basis? E. Provides clear, timely, and useful feedback to guide professional development? F. Is used to inform personnel decisions? How closely is the current evaluation system integrated to the Core Teaching and Administrator Standards?

SB 290 Core Teaching and Administrator Standards Process for Implementation Design timeline for working plan to achieve an integrated formal evaluation system and meet District Board approval by July 1, 2013. Assemble representative teachers, administrators, and employees bargaining representative to collaborate on integration. Conduct current evaluation system analysis to incorporate Oregon’s new evaluation requirements. Prepare and begin using the integrated formal evaluation system by July 1, 2013.

Sponsored by a Grant through the Chalkboard Project A Collaborative technical assistance project by the High Desert, Grant, Harney, Jefferson and Lake Education Service Districts