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Educator Effectiveness Toolkit - Professional Responsibilities

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Multiple Measures for Evaluation - Professional Responsibilities

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.

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 (C) Student Learning and Growth.

Guiding Questions For Professional Responsibilities
	Teachers Evidence of teachers’ progress toward their own professional goals and contribution to schoolwide goals	Administrators Evidence of administrators’ progress toward their own professional goals and contribution to schoolwide and district goals
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.
	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.	Exampels 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.	Goal Setting and Growth Plan Forms (Bend-LaPine) On pages 21-22 of Bend-LaPine School District's Principal Evaluation System is a goal setting and growth plan form.
	Teacher Professional Responsibilities Form (Delaware) This form from the Delaware Performance Appraisal System provides a series of questions for teachers to answer related to their professional responsibilities.	Administrator Professional Responsibility Form (Delaware) This form from the Delaware Performance Appraisal System provides a series of questions for administrators to answer related to their professional responsibilities.
	Teacher Lesson Reflection Sheet This form from the Delaware Performance Appraisal System is designed to allow teachers to reflect and comment on the different aspects of their instructional delivery for a particular lesson.
	Teacher Self-Assessment Inventory (Missouri) This self-assessment tool comes from the Missouri Professional Development Guidelines for Student Success.
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.
	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 Level III is 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.
	Alternative Measures of Teacher Performance This Policy-to-Practice Brief from the National Comprehensive Center for Teacher Quality introduces five current examples of measures of teacher performance.	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.”
	Teacher Evaluation for Professional Growth This PowerPoint by Laura Goe was presented at the SIG Regional Conference in 2011.