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Educator Effectiveness

Educator Effectiveness Toolkit

Oregon Framework for Teacher & Administrator Evaluation and Support Systems  

Undertaking the work of designing, implementing, and monitoring an effective evaluation and support system for educators is both complex and time consuming; however, based upon the powerful correlation between teacher and principal effectiveness to student learning and growth, this work is imperative and of the utmost importance. 

 
The Oregon Framework for Teacher and Administrator Evaluation and Support Systems has been updated to reflect the changes brought about by the passage of ESSA and recommendations from the Educator Effectiveness Workgroup. Districts should use this version of the Framework to guide their evaluation and support systems beginning this school year.

In June 2017 the state Board of Education adopted revisions to OAR 581-022-1723, which describes the requirements for teacher and administrator evaluation and support.  These revisions were informed by recommendations provided by the ESSA Educator Effectiveness Work Group. The following guidance is provided to aid districts in their planning for evaluations for the 2017-18 school year.
 
This PowerPoint describes the five required elements of teacher and administrator evaluation systems as outlined in the Oregon Framework.

Oregon Matrix

The Oregon Matrix may be used by districts in determining the summative score for an educators evaluation. In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersects with Student Learning and Growth (SLG) to identify the educator's Professional Growth Path (Facilitative, Collegial, Consulting, Directed) and summative performance level. 
 

Standards for Professional Practice

The state adopted Model Core Teaching Standards and Educational Leadership/Administrator Standards define what teachers and administrators should know and be able to do to ensure that every student is ready for college, careers and engaged citizenship in today’s world. Districts are required to build their evaluation and support systems using these adopted standards. 

Differentiated Performance Rubrics

Oregon’s framework for evaluation is designed to assess teacher and administrator performance with respect to the Model Core Teaching Standards and Educational Leadership/Administrator Standards (i.e., standards of professional practice). To assess performance, evaluators use a rubric. 

Student Learning and Growth

Student learning and growth means measures of student progress (across two or more points in time) and of proficiency/mastery (at a single point in time) in relation to state or national standards. Student learning and growth is evidenced by state assessments as well as national, international, district-wide and other valid and reliable assessments and collections of student work. 
 
Educators, in collaboration with their supervisor/evaluator will set learning goals aligned to state or national standards for their students and use assessments to measure their progress toward these goals.

Evaluation Cycle and Aligned Learning

The focus of the evaluation system is on improving professional practice and student learning. To that end, linking evaluations with high quality professional learning is key. Aligned evaluation systems inform educators of strengths and weaknesses and provide opportunities to make informed decisions regarding individual professional growth. 
HB 2186, which was passed in the 2015 legislative session, requires charter schools to develop and implement evaluation systems aligned to the Oregon Framework for Teacher and Administrator Evaluation and Support Systems. The resources on this page are provided to assist charter schools as they design or revise their evaluation systems. 

Examples from Oregon Districts

The materials on this page are working documents from Oregon school districts. They are provided as examples for districts as they work to revise and refine their evaluation and support systems.

FAQ and Guidance

All school districts must begin implementing their local evaluation and supports systems in the 2013-2014 school year. The materials on this page are provided to support districts in this process. 
 

 
 

District Collaboration Grants

The School District Collaboration Grant Program was established by the 2011 State Legislature to provide funding for school districts to improve student achievement through the voluntary collaboration of teachers and administrators to implement new approaches.

 

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