Answers to the most frequently asked questions about Educator Evaluation and Support Systems. This document is periodically updated with new questions.
Includes Oregon Criteria for High Quality Assessments, which districts can use to evaluate the quality of assessments whether they are purchased from an outside source or developed internally as well as assessment vocabulary and other planning considerations.
This guidance document includes a flowchart (using the definitions of “teacher” and “administrator” found in ORS 342.815) to help districts determine who needs to be evaluated under the new requirements, and examples of the types of measures that can be used for setting student learning and growth goals with a wide array of common staff positions that are not necessarily content area teachers.
This document represents the revised ODE guidance on setting Student Learning and Growth goals for 2016-17 and reflects changes that are the result of the expiration of Oregon's ESEA waiver. Note: It is recommended that Chrome be used for viewing this document.
This guide, designed by the Aspen Institute, outlines nine steps to be used by states and school districts in designing new evaluation systems and assessing and refining existing systems. NOTE: Steps 7, 8, and 9 focus more specifically on implementation.
This tool developed by the National Comprehensive Center for Teacher quality is designed to assist states and districts in developing systems of principal evaluation and support. NOTE: Components 5 & 8 focus more specifically on implementation.
A tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning. NOTE: Components 5 & 8 focus more specifically on implementation.