oregon’s framework for teacher and administrator evaluation and support systems presented by: ode,...

Oregon’s Framework for Oregon’s Framework for Teacher and Administrator Teacher and Administrator

Evaluation and Support Evaluation and Support SystemsSystemsPresented by:Presented by:

ODE, OEA and ChalkboardODE, OEA and Chalkboard

Oregon Oregon FrameworkFramework

Overview

Principles and Vision of a Quality SystemCollaborationPurpose of SystemSB 290, ESEA Waiver & ProcessOregon’s Framework Required Elements

Oregon FrameworkOregon Framework

Center for Great Public SchoolsCenter for Great Public SchoolsVision and Principles

Vision and Principles of a Quality System

• Vision: This is a transformative professional growth system-Values have shifted from just making contract renewal decisions to elevating leading, teaching and learning.

-To nurture a culture of continuous improvement and growth by including formative assessment & support.

-To create alignment between evaluation and professional learning that adds value to the system

• Principles:-Designed collaboratively

-Research-based, best practice


Center for Great Public SchoolsCenter for Great Public SchoolsCollaboration

Collaboration in Design of a System

• Collaboration is a multi-stakeholder investment that leads to a shift in culture:

– Equal voice is paramount,– Accountability to the goals and mission of the collaborative team.

• School district collaborative evaluation team is charged with the design and implementation of a professional growth plan that includes:

– Best practice exemplars that meet the Oregon Framework requirements.– A multi-year implementation process driven by professional development with a thorough

assessment and continuous improvement of the evaluation system.– A primary focus on professional growth, providing a safe environment for practitioners to take

risks, reflect, learn and grow.


Center for Great Public SchoolsCenter for Great Public SchoolsPurpose of System

Purpose of a Teacher and Administrator Evaluation and Support System

• Primary purpose is to support the learning and growth of all practitioners-Regardless of where a teacher or administrator is on the rubric

-Requires an environment where safety is paramount so learners (teachers and admin) can take risks to push their development

• A focus on growth requires time and resources-Opportunities to collaborate with colleagues and peers

-Opportunities to reflect on practice, try new strategies, evaluate their effectiveness, then collaborate to configure next steps


Center for Great Public SchoolsCenter for Great Public SchoolsSB 290 & ESEA Waiver

Teacher and Administrator Evaluation

• Senate Bill 290 (2011)

-Evaluation systems collaboratively designed with teachers, administrators, and exclusive bargaining representative

-Aligned to model core teaching standards and Oregon leadership/admin standards

- Multiple-measures• ESEA-No Child Left Behind Waiver (2012) -

-Consensus evaluation Oregon Framework

- Student growth as a “significant factor”

-2012-2013 pilot year


Center for Great Public SchoolsCenter for Great Public SchoolsESEA Waiver

• Every evaluation in Oregon must include multiple, valid measures tied to established standards of practice

• 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 and admin 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

Oregon’s Waiver & Evaluation


Pilot School Districts


Part of this step will be decided by the ODE/OEA pilots

• SB 252

Ashland Lebanon Lincoln County

McMinnville Oregon City Pendleton

Redmond Sherwood Sisters

South Lane Springfield Vernonia• OEA

Beaverton SD

North Clackamas SD

Framework Required ElementsTeacher and Administrator Evaluation

All district teacher and administrator evaluation and support systems in Oregon must include the following six elements:

(1) (2) (3) (4) (5) (6)Standards of Professional

Practice

Differentiated Performance

Levels

(4 levels)

Multiple Measures

Evaluation and

Professional Growth Cycle

Aligned Professional

Learning

Plan for Training


(1) Standards of PracticeModel Core Teaching Standards

• Interstate Teacher Assessment & Support Consortium (InTASC)

Educational Leadership/Administrator Standards • Interstate School Leaders Licensure Consortium (ISLLC)

• Compliance examples: Handbook recognizes InTASC/ISLLC as standards Crosswalk from your standards to the InTASC/ISLLC

standards OSBA Policy showing adoption of InTASC, ISLLC


(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 • Guides individuals toward improving their practice at the

next performance level

(2) Differentiated Performance Levels


• Compliance examples: Adopt an ODE recommended rubrics

Teachers AdministratorsDanielson Salem-Keizer’s Admin Assessment & Eval

Marshall Oregon Educational Leadership/Admin

Marzano Pendleton

Salem-Keizer’s LEGENDS

Develop or keep your own rubric Perform Gap Analysis for ODE

(3) Multiple MeasuresOregon teacher & admin evaluations must include at least TWO measures from each of the three categories of evidence:

ESEA Waiver UpdateESEA Waiver UpdateOregon FrameworkOregon Framework

(3) Multiple Measures(A) Professional Practice

• Compliance examples – at minimum, you must have: Observation Artifact analysis

(B) Professional Responsibilities• Compliance examples – could include:

Professional goals/plan Self-assessment/evaluation Participation/reflection in PLC or PLC goals contribution


(3) Multiple Measures


(C) Student Learning and Growth• Compliance examples – at minimum, you must have:

Two Student Learning and Growth Goals Based on multiple measures of student learning Teachers:

If you are ELA/Math, Grades 3-8 & 11o 1 of your 2 goals must use OAKS datao Your other goal must have measures from category2 or 3

If you are not ELA/Math Grades 3-8 & 11• Your goals must include student learning measures from two of the

three categories Admin:

One goal must use OAKS datao Building-level data in reading and math, including all subgroups

Should align to Achievement Compact goals where applicable

(3) Student Learning Measures

Category Types of Measures of Student Learning (aligned to standards)

Examples include, but are not limited to:

1 State or national standardized tests(Teachers & Admin)

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 (Teachers & Admin)

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 (Teachers)

Student performances, portfolios, products, projects, work samples, tests

3 Other school-wide or district-wide measures(Admin)

Graduation rate, attendance rate, drop-out rate, discipline data, college ready indicators (PSAT, AP/IB)

Measures of student learning and growth include three types of measures:


(4) Evaluation & Professional Growth

• Compliance examples: Frequency of Evaluations

Probationary teachers & non-contract administrators – every yearsContract teachers & administrators – at least every two years


(4) Evaluation & Professional Growth

Critical components in

the cycle

Collaborative process, ongoing

feedback, focus on improving effectiveness


(5) Aligned to Professional LearningGoal is to improve professional practiceEvaluations inform educators of strengths & weaknessesMake informed decisions for professional growthProfessional learning relevant to educator’s goals &

needs• Help all levels grow/learn• Goal is to meet standards• Don’t live in 4 – “visit” 2 & 4 as learners and growers

Learning Forward standards:• www.learningforward.org/standards/standards.cfm


(6) Plan for Implementation & Training

Must provide a plan for how the new system will be implemented, including training:

• Staff being evaluated on the new system• Evaluators utilizing the new system to evaluate staff

• Inter-rater reliability• Calibration

It is vital that this plan is collaboratively developed


Oregon’s Framework Implementation

ODE will:• Provide models and related tools• Develop an online resource bank for districts • Assurances template – due July 1, 2013• http://www.ode.state.or.us/search/page/?id=3478

OEA Guidebook, website, & resources• www.oregoned.org/evalresources• Training for educators and evaluators


Timeline for Implementation

SUMMER 2012 SUMMER 2012 UPDATEUPDATE

SY Activities

2011-12 Adopt state framework; disseminate statewide

2012-13 Pilot in selected districts (SB 252 & 2 OEA); network and share lessons learned statewide.

Statewide professional development and regional support to develop district implementation plans

By July 1, 2013

Districts submit local board approved plan and timeline to develop/align evaluation systems, including a plan for training all staff and evaluators.

2013-14 All districts begin implementing; must incorporate student learning goals process, but do not have to incorporate into Summative Evaluation; can choose to experiment with matrix or weighted model; support through Regional Continuous Improvement Network

2014-15 All districts fully implementing; support through Regional Continuous Improvement Network

By July 1, 2015

Districts present their educator evaluation and support systems to a Regional Peer Review Panel

2015-16 Make adjustments in state criteria and local systems to improve

oregon’s framework for teacher and administrator evaluation and support systems presented by: ode,...

Documents

oregon framework requirements

steps oregon framework

system principles

evaluation systems

quality system vision

great public schools

support system primary

professional growth