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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. 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.

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.


Sample Rubrics

Examples from Oregon Districts

  Observation Evidence Collection Tool
This template is provided for the purpose of collecting evidence during a classroom observation.
Templates for Gathering Artifacts (Teachers)
Templates for Gathering Artifacts (Administrators)
  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.
  Sample Artifact Rubric (Missouri)
This sample rubric represents a method of examining a teacher’s professional artifacts to determine how effective that teacher’s planning and preparation have been, and to determine whether the teacher has obtained the necessary credentials to serve in his or her role. Please note that the following rubric does not explain how a district might incorporate a teacher’s performance on the rubric into his or her overall evaluation results. This is merely an example of one way to measure a teacher’s preparation and credentialing.

Training Materials

Artifacts 101: The Role of Artifacts in Educator Evaluation
This PowerPoint provides basic information on the kinds of evidence that are considered artifacts and the role of artifacts in the evaluation cycle. Facilitator notes are included.
Module - Evidence and Artifacts
This PowerPoint outlines the three categories of evidence required by the Oregon Framework and has participants engage in a simulation using sample artifacts from a fictional middle school teacher.
Educator Effectiveness Regional Workshops 2012 - 13
In the spring of 2013 two series were offered around the state, providing guidance to districts on designing their evaluation and support systems, as well as a first look at goal setting and conducting observations. Training modules including video, facilitator guides and handouts are included.


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.

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) 947-5922
    Federal Systems - 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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