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Teachers
Evidence of teachers’ progress toward their own professional goals and contribution to schoolwide goals
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Administrators
Evidence of administrators’ progress toward their own professional goals and contribution to schoolwide and district goals
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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. |
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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.
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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. |
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Templates for Gathering Artifacts (Aligned to ODE Recommended Rubrics)
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Templates for Gathering Artifacts (Aligned to ODE Recommended Rubrics)
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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.” |
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Teacher Evaluation for Professional Growth
This PowerPoint by Laura Goe was presented at the SIG Regional Conference in 2011. |
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