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Educator Effectiveness - Evaluation Cycle & Aligned Learning


Educator Effectiveness

Professional Growth Cycle and Aligned Professional Learning


The focus of the evaluation system is on improving professional practice and student learning. To that end, linking evaluations with high quality professional learning is key. Aligned evaluation systems inform educators of strengths and weaknesses and provide opportunities to make informed decisions regarding individual professional growth. High quality professional learning is sustained and focused and relevant to the educator’s goals and needs. All educators must have opportunities for professional growth to meet their needs, not only those whose evaluation ratings do not meet the standard.

STATE Teacher and administrator evaluation systems are based on a cycle of continuous professional growth and learning that includes the following processes: Self-Reflection, Goal Setting, Observation/Collection of Evidence, Formative Assessment/Evaluation, Summative Evaluation. This cycle can be adapted to local district processes.

Teachers



Administrators



Activities/Tools


Disclaimer: The tools and activities identified in this section of the toolkit are designed to assist districts in developing or refining their evaluation systems. Their presence does not constitute an endorsement by the Oregon Department of Education nor does it mean that their content explicitly meets the requirements outlined in the Educator Evaluation Framework.

Professional Growth Cycle

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.
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.
Sample Professional Growth Goals (Kentucky)
This document was developed by the Kentucky Department of Education.

Observation/Collection of Evidence

Observation Feedback Starters and Reflection Tool (Bend-LaPine SD)
This document includes an observation and reflection tool as well as guiding questions for administrators engaging in a teacher observation.

Resources


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.
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.
The Role of Job-Embedded Professional Learning in Teacher Evaluation Teacher Evaluation
This research and policy brief from the National Comprehensive Center for Teacher Quality highlights the research on how teachers learn best, specifically how teachers learn from evaluation to generate increased teaching effectiveness.

Guiding Questions For Professional Growth Cycle & Aligned Professional Learning




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