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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
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The Use of Artifacts as Evidence in Educator EvaluationFall 2015
OutcomesExplain 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
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Every educator and evaluator
gathers evidence and assesses
progress
Self –Reflection
Observation/Collection of
Evidence
Goal Setting
Observation/Collection of
Evidence
Formative Assessment/Evaluation
Summative
Evaluation
Continuous Learning
Every educator and evaluator
gathers evidence and assesses
progress
Activity: Identifying EvidenceReview 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
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Three Categories of Evidence1. Measures of student learning & growth2. Evidence relevant to professional
practiceo Observationso Artifacts
3. Evidence relevant to professional responsibilitieso Includes evidence collected by the
educator and shared with the evaluator relating to progress toward professional goals
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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
ArtifactsArtifacts 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 TeachersProfessional 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
• Email 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
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Possible Artifacts for AdministratorsProfessional 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. OpinionExamine Handout 2
Highlight factual statements
Underline opinion statements or statements not based on evidence
On Stage Activity: Share OutWhat 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 ArtifactsExamine 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 OutWhat 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
www.ode.state.or.us/search/page/?id=3637
How much is enough?
OR
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Setting Your District Up for SuccessGet Organized
Be Strategic
Communicate Expectations
Provide Professional Learning
1. Get OrganizedAdopt a process for organizing artifacts
by Standard or Indicator and/or goals:◦ Paper-based, email-driven, or online “cloud-
based” systemIdentify key points of contact throughout
the year to review artifactsAssign Responsibility
◦ Educator collects and submits artifacts throughout the evaluation cycle
◦ Evaluator organizes and analyzes artifacts
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2. Be Strategic
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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 ExpectationsArtifacts 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
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4. Provide Professional LearningDevelop a common understanding
within the district of what quality artifacts look like
Provide opportunities for calibration to ensure consistency
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Possible ProcessesArtifacts 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
ResourcesToolkit www.ode.state.or.us/search/page/?id=3759
◦ODE recommended rubrics artifact templates◦Missouri Artifact Tool
Resources from Districtswww.ode.state.or.us/search/page/?id=3853
◦David Douglas “Artifact Ideas” for Danielson◦Specialist Rubrics
Salem Keizer (specialists) Lebanon (non-building administrators)
Additional technical assistance from ODE
Questions?
ContactsEducator Effectiveness Team:Tanya Frisendahl
[email protected] Sarah Martin
[email protected] Sarah Phillips
[email protected] Brian Putnam
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