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Educator Effectiveness Toolkit - Observation & Evidence

Educator Effectiveness

Multiple Measures - Observation & Evidence

A comprehensive evaluation system must include a variety of evidence-based measures to evaluate teacher and administrator performance and effectiveness, based on standards of professional practice. Multiple measures provide a more comprehensive view of the educator’s practice and contribution to student growth. Multiple measures provide multiple data sources. Due to the complex nature of teaching and administrator practice, a single measure does not provide sufficient evidence to evaluate performance. When combined, multiple measures provide a body of evidence that informs the educator’s evaluation resulting in a more accurate and valid judgment about performance and professional growth needs.

Multiple measures refer to the tools, instruments, protocols, assessments, and processes used to collect evidence on performance and effectiveness.

STATE The evaluation system must include a variety of evidence-based measures to evaluate teacher and administrator performance and effectiveness, based on the Oregon Model Core Teaching Standards and the Educational Leadership/Administrator Standards. To provide a balanced view of performance, evaluations of all teachers and building administrators must include evidence from the following three categories: (A) Professional Practice, (B) Professional Responsibilities, and © Student Learning and Growth.

Oregon Matrix Model for Educator Evaluation (Word)

Sample Rubrics

Training Materials

Videos - Observations & Feedback
This series of three training videos filmed during the Round 2 Workshop series will walk you through the observation and feedback process that is essential to gathering evidence for a professional growth and evaluation system.
  • Observations and Feedback Calibration PPT
  • Facilitator Guide
  • Participant Handouts

  • Videos - Gathering Evidence
    This series of four training videos filmed during the Round 2 Workshop Series will walk you through gathering evidence towards standards of practice from multiple measures including observation and artifact analysis, gathering evidence towards completion of goals, and creating an evidence base to help facilitate a more objective and balanced formative and summative evaluation process.
  • Gathering Evidence PPT
  • Facilitator Guide
  • Participant Handouts

  • Tools/Templates



    Observation Evidence Collection Tool
    This template is provided for the purpose of collecting evidence during a classroom observation.
    Staff Meeting Observation Tool (Salem-Keizer)
    This tool developed by the Salem-Keizer School District is designed to be used during an observation of a principal conducting a staff meeting.
    CCSS Evidence Guides: CCSS Aligned Practice Made Clear
    These tools provide specific guidance for what the CCSS for ELA/literacy and math looks like in planning and practice. They are designed as developmental tools for teachers and those who support teachers.
    Post-Observation Conference Tool
    This document, developed by several Oregon school districts, is designed to be used during an observation of a principal conducting a post-observation conference with a teacher.
    Templates for Gathering Artifacts (Aligned to ODE Recommended Rubrics)
    Templates for Gathering Artifacts (Aligned to ODE Recommended Rubrics)
    Examples from District Models
    The models on this page are working documents submitted by pilot school districts. Districts that choose to use these models as the foundation for their collaborative work should ensure that all required elements are included in their final evaluation and support system.


    The materials listed here are designed to provide background information on this piece of the educator effectiveness system and include reasearch-based resources that have been vetted at the national level.
    Seven Keys to Effective Feedback (ASCD)
    Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.

    Key Considerations When Measuring Teacher Effectiveness
    This report from the Assessment and Accountability Comprehensive Center (AACC) is intended to highlight the range of data sources that can be tapped to validate teacher effectiveness. The discussion of Data Levels I & II are most relevant to this section.
    Leadership for Learning: A Research-based Model and Taxonomy of Behaviors
    In this article the knowledge base of leadership for learning is captured under eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture, and advocacy.
    Learning Focused Leadership and Leadership Support in Urban Systems
    This publication synthesizes three reports on the role of the central office, and principals and other school leaders in improving instruction. Among the key leadership practices it cites: making it clear that improving instruction is the “main business of the school and district.”

    Guiding Questions For Professional Practice

    Guiding Questions For Professional Responsibilities

    • Theresa Richards Email    (503) 947-5736
      Educator Effectiveness - Director
    • Tanya Frisendahl Email    (503) 947-5754
      Educator Effectiveness - Education Specialist
    • Sarah Martin Email    (503) 947-5668
      Educator Effectiveness - Ed. Specialist, Instructional Resources
    • Sarah Phillips Email    (503) 947-5783
      Educator Effectiveness - Education Program Specialist
    • Brian Putnam Email    (503) 947-5806
      Educator Effectiveness - Educator Effectiveness Specialist

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