The Use of Artifacts as Evidence in Educator Evaluation Fall 2015

Outcomes Explain the three categories of evidence required by the Oregon Framework, and identify concrete examples of each Understand the role of artifacts in the evaluation process Identify a process that is efficient and effective and reduces redundancy 2

3 Every educator and evaluator gathers evidence and assesses progress Self –Reflection Observation/ Collection of Evidence Goal Setting Observation/ Collection of Evidence Formative Assessment/Eval uation Summative Evaluation Continuous Learning Every educator and evaluator gathers evidence and assesses progress

Activity: Identifying Evidence Review the Student Growth and Professional Goal Setting form for Tom Wilson Write down two artifacts of evidence that could be collected to show progress toward each goal Share Out 4

Three Categories of Evidence 1. Measures of student learning & growth 2. Evidence relevant to professional practice o Observations o Artifacts 3. Evidence relevant to professional responsibilities o Includes evidence collected by the educator and shared with the evaluator relating to progress toward professional goals 5

What is Evidence? Evidence is… ◦ the available body of facts or information indicating whether a belief or proposition is true or valid ◦ signs; indications Can be gathered “on stage” or “off stage”

On Stage vs. Off Stage On Stage (Observations) ◦ What is seen – Aspects of teaching/leadership that are directly observable Off Stage (Artifacts) ◦ Behind-the-scenes work that has a significant impact on learning

Artifacts Artifacts should be samples that demonstrates educator performance and impact ◦ Aligned with educator goals, the Oregon Model Core Teaching Standards, Oregon Educational Leadership/Administrator Standards, your district’s rubric, or school/district goals

Possible Artifacts for Teachers Professional Practice Related to Standards Multiple Measures of Student Learning & Growth Professional Responsibilities Related to Standards Teacher-developed unit assessments Lesson Plans Notes/feedback forms from short, frequent observations (inside/outside classrooms) Notes and feedback from announced observations communications between educator and evaluator tied to practice Student work (quizzes, homework, presentations, etc.) Portfolios Performance assessments Interim assessments State or district assessments Student and staff feedback Grade-level meeting notes Parent/teacher communication log PLC meeting notes Documentation of Professional Learning 9

Possible Artifacts for Administrators Professional Practice Related to Standards Multiple Measures of Student Learning & Growth Professional Responsibilities Related to Standards Staff meeting plans/agendas Log of observations Notes/feedback from observation meeting Notes and feedback from observation/post observation conference Surveys about instructional leadership Staff Communication Teacher Professional Development Building Rankings (School growth, sub- group growth) Graduation Rate* Discipline Data* National, international, district or school-wide developed assessments *Not applicable to principals Staff survey results Parent/Principal communications PTA meeting notes Self-reflection School/District Improvement Plan Professional Goal Setting Master Schedule Staff Retention Rate Documentation of Distributive Leadership (shared leadership)

On Stage Activity: Fact vs. Opinion Examine Handout 2 Highlight factual statements Underline opinion statements or statements not based on evidence

On Stage Activity: Share Out What are some factual statements from the observation? What are some opinion statements? How could an opinion statement be revised into a factual statement?

Off Stage Activity: Examining Artifacts Examine the artifacts submitted by Tom Identify the areas of practice and responsibility within your district rubric you believe each artifact supports

Off Stage Activity: Share Out What questions or feedback would you have? Is there anything else you would want to know from Tom?

What does the Framework say? “The educator and evaluator collect evidence using multiple measures regarding student learning and growth, professional practice, professional responsibilities, and student learning to inform progress throughout the process of evaluation” Provides examples of artifacts for PP and PR

How much is enough? OR 16

Setting Your District Up for Success Get Organized Be Strategic Communicate Expectations Provide Professional Learning

1. Get Organized Adopt a process for organizing artifacts by Standard or Indicator and/or goals: ◦ Paper-based, -driven, or online “cloud- based” system Identify key points of contact throughout the year to review artifacts Assign Responsibility ◦ Educator collects and submits artifacts throughout the evaluation cycle ◦ Evaluator organizes and analyzes artifacts 18

2. Be Strategic 19 The more focused the Student Learning and Growth and Professional Goals, the easier it is to identify and collect artifacts Share examples of artifacts during faculty or team meetings that provide evidence of more than one Standard or Indicator Identify common artifacts that all or most educators might already be collecting (unit assessments, parent-teacher logs, etc.) Number of artifacts to collect varies by educator

3. Communicate Expectations Artifacts should be samples that demonstrates educator performance and impact Evidence should be clearly tied to educator goals, Standards, or Indicators Provide everyone with a clear idea of what, how, and when to share products of practice 20

4. Provide Professional Learning Develop a common understanding within the district of what quality artifacts look like Provide opportunities for calibration to ensure consistency 21

Possible Processes Artifacts reviewed through the lens of the performance rubric vs. “artifact tool” Choice of artifacts left up to educator and evaluator vs. district required list of artifacts Other?

Discussion and Planning Use Handout 8 in your packet to work with your team or other colleagues to think about this might work in your district

Resources Toolkit ◦ ODE recommended rubrics artifact templates ◦ Missouri Artifact Tool Resources from Districts ◦ David Douglas “Artifact Ideas” for Danielson ◦ Specialist Rubrics  Salem Keizer (specialists)  Lebanon (non-building administrators) Additional technical assistance from ODE

Questions?

Contacts Educator Effectiveness Team: Tanya Frisendahl Sarah Martin Sarah Phillips Brian Putnam