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.
With the passage of ESSA in December 2015, ODE has worked with the ESSA Educator Effectiveness Work Group (with input from educators across the state) to explore how the current evaluation system is working, what is not working, and what could be changed or improved in Oregon’s state regulations moving forward.
This PowerPoint describes the five required elements of teacher and administrator evaluation systems as outlined in the Oregon Framework.
Beginning in the 2014-15 school year, all districts will use the Oregon Matrix Model for their summative evaluations. 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.
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.
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.