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Educator Effectiveness - Evaluation Cycle & Aligned Learning

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Thursday, 19 September 2013
New Guidance for Setting Student Learning and Growth Goals

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.

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.

Guiding Questions For Professional Growth Cycle & Aligned Professional Learning
	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.
	Milestone Calendar (Salem-Keizer SD) This document from the Salem-Keizer SD provides a timeline for teacher evaluation.	Administrative Supervision Cycle At-a-Glance (Salem-Keizer SD) This document from the Salem-Keizer SD providesa timeline for administrator evaluation.
	Growth Cycle Timeline (Bend-LaPine SD) On pages 9-10 of Bend-LaPine School District's Professional Growth and Performance Evaluation Manual are observation timelines for probationary and contract teachers.	Administrators: Growth Cycle (Bend-LaPine SD) On pages 21-24 of Bend-LaPine School District's Principal Evaluation System are timelines for Administrator Growth and Improvement Cycles.
		Principal Evaluation Timeline (Tennessee) This administrator timeline is provided by the Tennessee Department of Education.
Self-Reflection	Teacher Self-Assessment Inventory (Missouri) This self-assessment tool comes from the Missouri Professional Development Guidelines for Student Success.
Goal Setting	How to Set Meaningful Professional Growth Goals In many districts, the annual evaluation process for teachers involves setting both student growth goals and professional growth goals, and the administrator’s role in ensuring that the goal is meaningful and challenging is important.
	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.
Formative Assessment/Evaluation		10 Suggestions for Effective Principal Evaluations (Washington) The Association of Washington School Principals (AWSP) created a developed a list of leadership responsibilities thatbecame the foundation for a new set of criteria for principal evaluation in Washington state.
Summative Evaluation	Teacher Improvement Plan (Delaware) This form from the Delaware Performance Appraisal System is used to identify recommended areas of growth for teachers and set measurable goals for improving areas of deficiency.	Administrator Improvement Plan (Delaware) This form from the Delaware Performance Appraisal System is used to identify recommended areas of growth for administrators and set measurable goals for improving areas of deficiency.
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.