Teacher Evaluation Handbook June 2007 - ode.state.or.us · accountability during the first three...

Teacher Evaluation Handbook:

A comprehensive system of accountability and growth designed to support best practices in

teaching and learning

August 2007 Version 1.0

___________________________________________________________________________ Springfield Public Schools Teacher Evaluation System 1

Introduction

Springfield Public Schools Teacher Evaluation System

State law requires each District to develop a system of evaluating teacher performance in collaboration with their local Association. Springfield’s previous system was developed in 1996. In the fall of 2005, at the request of Superintendent Nancy Golden, a team of teachers and administrators from Springfield came together to study teaching and learning, and investigate different ways to effectively evaluate the complex skill of teaching. The team read the latest research on the subject and looked at teacher evaluation systems from around the state. Over the course of a year they designed an evaluation system for teachers that not only combines the latest knowledge about teaching standards but also is efficient, effective, and complies with state law. After the system design was completed in the winter of 2006, it was piloted by staff at several schools and revised again in the spring of 2007. As a result, we think the final product to be implemented district-wide in the fall of 2007 is of the highest quality. However, at the end of the 2008 school year, we will take a look at the first year implementation and training to see how the system can be improved. The Springfield Teacher Evaluation System that has been designed places a priority on training and accountability during the first three years of a teacher’s career in Springfield. Following the three Probationary years, teachers engage in three-year cycles of growth as Contract teachers. In Springfield, we realize that teaching and learning is the heart of everything we do. It is our vision to provide excellent instruction for all of our students every school year throughout their career in Springfield schools. This evaluation system will help achieve that vision. It is designed not only to evaluate teacher performance (accountability) but also to improve performance (growth) by providing many examples, models, and definitions of excellent instruction. Team members of this joint venture between teachers and administrators included: Julie Collins Bill Davis Shari Furtwangler Rob Hess Teresa Lewellen

Linda Mooney Barbara Pope Laurel Ross Judy Svoboda Jim Tyser

August 2007


Table of Contents

I. Introduction & Table of Contents .............................................................................1-2

II. Teacher Evaluation Standards and Performance Targets..........................................3-5

III. Definition of Forms ...............................................................................................6-7

IV. Flow Charts to describe the system

A. Contract Teachers .............................................................................................8-9

B. Probationary Teachers...................................................................................10-11

III. Forms

A. Standards Observation Review (Probation A)....................................................12

B. Standards Observation Review (Probation B) ....................................................13

C. Standards Observation Review (Probation C & Contract Teachers) ..............14-15

D. Summative Evaluation .................................................................................16-18

E. Professional Growth Plan ..................................................................................19

F. Performance Goal Setting ..................................................................................20

V. Appendix

A. Glossary of Terms........................................................................................21-22

B. Definitions & Examples of Standards...........................................................23-37

C. Professional Growth Activity Examples .......................................................38-44

D. State Laws pertaining to Teacher Evaluation ................................................45-51


Springfield Teacher Evaluation Standards The teacher evaluation system in Springfield is designed around the following four domains that encompass effective instruction:

I. Planning and Preparation II. Classroom Environment III. Instruction IV. Professional Responsibilities

Each of the domains can be further broken down into additional researched-based performance standards that define best practice in the teaching profession. Though not every performance standard applies to every certified teacher in Springfield, every certified position can be encompassed by the 15 standards. The 15 performance standards are as follows:

I. Planning and Preparation 1. Knowledge of Content

2. Knowledge of Students 3. Instructional Goal Setting

4. Curriculum Design 5. Assessment Planning

II. Classroom Environment

6. Climate of Respect and Learning 7. Classroom Procedures and Physical Environment 8. Managing Student Behavior

III. Instruction

9. Lesson Delivery 10. Feedback to Students 11. Assessment for Learning

IV. Professional Responsibilities

12. Professional Growth 13. Professionalism 14. Communication 15. Commitment to Instructional Initiatives We have also defined specific targets for each standard that define excellent teaching. Throughout the three-year probationary period, teachers are progressively evaluated on each of these targets. The performance targets are defined by A, B, or C, and they correspond to the following years of a teacher’s career in Springfield:

A = Probationary Year One A, B = Probationary Year Two A, B, C = Probationary Year Three and Contract Teachers


Springfield Teacher Evaluation Standards The performance targets are defined by A, B, or C, and they correspond to the following years of a teacher’s career in Springfield:

A = Probationary Year One A, B = Probationary Year Two A, B, C = Probationary Year Three and Contract Teachers

Domain I: Planning and Preparation

Standard 1: Knowledge of Content A. Shows an effective command of the subject to guide student learning. B. Uses effective instructional resources, including technology, to communicate content knowledge. C. Takes an active role in adapting new content standards and frameworks to their teaching. Standard 2: Knowledge of Students A. Builds upon students’ knowledge and experiences. B. Uses school and district resources to support and advocate for student needs. C. Recognizes and addresses students’ learning styles. Standard 3: Instructional Goal Setting A. Selects appropriate instructional goals based upon national, state, and local standards. B. Selects goals that are measurable and states them in terms of student learning. C. Selects goals appropriate for students with different learning styles and cultural backgrounds. Standard 4: Curriculum Design B. Designs coherent instruction that reflects researched-based best practices. B. Designs instruction that promotes critical thinking and problem-solving. C. Ensures that the curriculum is relevant to student needs. Standard 5: Assessment Planning A. Is familiar with content area, school, district, and state assessment methods and options. B. Uses assessments that are congruent with instructional goals. C. Develops and uses formative and summative assessment tools and information for planning, instruction, feedback, and reflection.

Domain II: Classroom Environment

Standard 6: Climate of Respect and Learning A. Creates an environment that promotes equity, respect, and positive interpersonal interactions. B. Interactions are appropriate to developmental and cultural norms. C. High expectations for student success, quality work, and student achievement. C. Active participation of students is evident. Standard 7: Classroom Procedures and Physical Environment A. Develops and employs classroom procedures that promote student learning and facilitates positive classroom interactions. A. Designs a safe and accessible classroom environment for all students. B. Facilitates smooth transitions with little loss of instructional time. C. Ensures all students have access to materials, technology, and necessary resources.


Standard 8: Managing Student Behavior A. Clearly communicates and enforces classroom expectations. A. Addresses inappropriate behavior consistently, appropriately, and predictably. B. Monitors inappropriate behavior in a preventive way.

Domain III: Instruction

Standard 9: Lesson Delivery A. Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of strategies. B. Activates students’ prior knowledge. C. Differentiates instruction to meet the needs of diverse learners. C. Uses a variety of questioning and discussion techniques that elicit student reflection and higher order thinking. Standard 10: Feedback to Students A. Demonstrates an ability to listen to students so that feedback is more effective and received in a positive way. B. Provides feedback that facilitates learning and academic growth. C. Provides feedback that is consistent, on-going, timely, and in a variety of forms. Standard 11: Assessment for Learning A. Uses assessment data to prepare for individual and group instruction. B. Uses formative assessment during classroom instruction to facilitate student learning. C. Demonstrates the ability to use summative assessment to guide and inform instruction through the collection, maintenance, and analysis of classroom, district, and state assessment data.

Domain IV: Professional Responsibilities

Standard 12: Professional Growth A. Is aware of and pursues professional development including teacher leadership opportunities. B. Actively engages in meaningful goal setting. C. Pursues professional growth through reflection, self-assessment, lifelong learning, and being knowledgeable about best practice. Standard 13: Professionalism A. Carries out duties as assigned. B. Maintains accurate records. C. Is available to others and provides support when necessary. Standard 14: Communication A. Communicates effectively and respectfully with all stakeholders: students, parents, colleagues, and supervisor. A. Facilitates meetings effectively if required. B. Collaborates with colleagues and other professionals. Standard 15: Commitment to Instructional Initiatives A. Is aware of and supports building and district instructional priorities. B. Knows and applies strategies that facilitate continuous progress on building and district instructional initiatives.


Teacher Evaluation System: Definition of Forms The required forms to be used in this process are described below. They are also available electronically from the curriculum webpage on the SPS Intranet. The electronic forms allow all of the comment boxes to expand for the users. Standards Observation Review Form: To be used in conjunction with an Observation Year (p. 12-15) This form is used for evaluating the performance targets of the fifteen Springfield teaching and learning standards during an Observation Year. This form is designed to help teachers and administrators connect research-based best practices in teaching to classroom observations and conversations about teaching and learning. It is used to evaluate performance on the standards that can be obtained through classroom observations and conferences. A probationary teacher will have a minimum of two observations a year. A contract teacher will have a minimum of one observation every three years. This form is completed in conjunction with a classroom observation and conference. All performance target areas do not need to be completed or filled in when completing a standards observation review. The forms are differentiated according to the following three levels: Probationary A (Year 1); Probationary B (Year 2); and Probationary C (Year 3)/Contract teachers. When completed, the original of the form is retained by the supervisor and a copy is provided to the teacher. Person Responsible for completing the form: Supervisor Summative Evaluation Form: To be used in conjunction with an Observation Year (p. 16-18) The summative evaluation form is completed every year during a teacher’s probationary period, and also once every three years when a teacher reaches contract status. The supervisor uses the summative evaluation form to evaluate a teacher on every standard according to the following scale: Unsatisfactory, Acceptable, Proficient, or Not Applicable. The descriptors for the scale are as follows:

Unsatisfactory (U): The performance is unacceptable and must improve significantly. Acceptable (A): The performance is satisfactory, but there are specific areas that can be improved. Proficient (P): The performance is strong, and there are no apparent weaknesses. Not Applicable or Observed (NA): This standard does not apply to a particular teacher’s job description.

Person Responsible for completing the form: Supervisor Professional Growth Form: To be used in conjunction with a Growth Year (p. 19) After three years of satisfactory probationary teaching, a teacher reaches contract status. Once they become a contract teacher, they are on a three-year professional growth cycle. The cycle starts with the teacher beginning a Professional Growth Form. The form is completed after two years with a reflection on the plan’s progress and activities. During the third year, the teacher will be observed and evaluated on the summative evaluation form. The Professional Growth Form is driven by teacher choice and is based on Springfield standards, CPDU learning categories, or other professional career activity/goals. When completed, the original of the form is retained by the teacher and a copy is provided to the supervisor. Person Responsible for completing the form: Teacher Performance Goal Setting Form: To be used upon teacher, supervisor or district request (p. 20) The Performance Goal Setting Form is used to support a teacher that needs to improve in a specific area that is connected to one or more of the 15 teaching and learning performance standards. Teachers may initiate the form if they would like specific support in a particular area of their teaching. Supervisors may initiate the form during or before an observation year to help a teacher focus on particular standards. The form is required for teachers in the Improvement Cycle.


Form Overview

Performance Goal Setting Form: (p. 20)

• Purpose: Set Specific Goals to Improve Teaching Performance

• Responsible Party: Teacher and Supervisor • When Used:

1) By teacher choice 2) When teaching deficiencies are detected w/ copies to Springfield Teacher

Association and Human Resources

Standards Observation Review Form: (p. 12-15)

• Purpose: Formative Performance Evaluation on the 15 SPS Standards

• Responsible Party: Supervisor w/ Copy to Teacher

• When Used: At Least Twice per Year for Probationary Teachers / At Least Once During Observation Year for Contract Teachers. It is used in conjunction with the formal observations process.

Professional Growth Form: (p. 19)

• Purpose: Determine Professional Growth Activities / Document CPDUs

• Responsible Party: Contract Teacher w/ Copy to Supervisor • When Used: First 2 years of 3-Year Professional Growth Cycle for Contract

teachers

Summative Evaluation Form: (p. 16-18)

• Purpose: Summative Performance Evaluation • Responsible Party: Supervisor w/ copies to Teacher and Human Resources

• When Used: Yearly for Probationary Teachers / Observation Year for

Contract Teachers


Unsatisfactory

No Concerns Present

Concerns Present

Satisfactory

System Charts

Contract Teachers: 3-Year Growth Cycle Evaluation Flowchart

Go to p.8

Go to p.8

Professional Growth Meeting (By October 1st)

• Standards Overview (p. 2-3) • Professional Growth Form (p. 19)

Summative Evaluation

(June 30th)

Begin Plan for Improvement on Contract Teacher

Improvement Cycle

Growth Year 1 & 2 • Informal Observations Occur • Teacher engages in professional

growth activities

Formal Observation Year 3 • Review Summative Evaluation Form (p. 16-18) • Classroom Observation(s) • Standards Observation Review Form (p. 12-15)

Do Informal Observations

Lead to Concerns?

Concerns lead to a Performance Review

(see Contract Teachers: Improvement Cycle)


Satisfactory

Unsatisfactory

Successful

Successful Unsuccessful

Unsuccessful

System Charts

Contract Teachers: Improvement Cycle Evaluation Flowchart

Performance Review • Standards Overview • Standards Observation

Review Form, p. 12-15 (formal observation)

• Conference (2 to 4 weeks)

Performance

Review Return to place in

Growth Cycle

Plan For Improvement • 8 – 12 Wks (Site-based) • Directed Building Performance Goal(s) Form (p. 20) • Informal Site-based Plan with District and

Association involvement

Improvement Plan

Successful?

Program of Assistance for Improvement (Appropriate Deadlines)

• Directed District Performance Goal(s) Form (p. 20) • Formal District & Association Involvement

Return to Observation Year in Growth Cycle

Assistance Plan

Successful? Non-Renewal

Return to Observation Year in Growth Cycle


Satisfactory Unsatisfactory

Concerns Present

No Concerns Present

System Charts

Probationary Teachers Evaluation Flowchart 3-Year Duration

Standards Overview Meeting (By October 1st)

• Explain/Review Standards (p. 4-5) • Explain Goals based on Standards • Set Up Observations • Explain CPDUs • Complete Performance Goals

First Performance Review (By Early November)

• Classroom observation(s) • Standards Review Form • Conference

Second Performance Review (By Mid February)

• Classroom observation(s) • Standards Observation Review Form (p. 16-18) • Conference

Proceed to Probation B, C or Contract

Status in Fall

Summative Evaluation

Meeting (By March 1st)

Begin Plan for Improvement on

Probationary Teacher Improvement Cycle

Concerns lead to placement on

Probationary Teacher Improvement Cycle


Unsuccessful

System Charts

Probationary Teachers Evaluation Flowchart Improvement Cycle

Assistance Plan

Successful??

Non-Renewal (By March 1st)

Plan For Improvement • Directed Building Performance Goal(s) Form (p. 20) • Informal Site-based Plan with District and

Association Involvement (8 to 12 Weeks)

Improvement Plan

Successful?

Program of Assistance for Improvement (Appropriate Deadlines)

• District Directed Performance Goal(s) Form (p. 20) • Formal District & Association Involvement

Return to Probation B, C, or Contract Teacher

Status in the Fall

Return to Probation B, C, or Contract Teacher

Status in the Fall

Successful

Unsuccessful

Successful


Standards Observation Review Form:1 Probationary A (Year 1) Teacher Name___________________ Supervisor:________________ Assignment:_______________

U = Unsatisfactory; A = Acceptable; P = Proficient; NA = Not Applicable/Observed Evaluation made through classroom observations U A P NA 1A. Shows an effective command of the subject to guide student learning. 2A. Builds upon students’ knowledge and experiences. 6A. Creates an environment that promotes equity, respect, and positive interpersonal interactions.

7A. Develops and employs classroom procedures that promote student learning and facilitates positive classroom interactions.

7A. Designs a safe and accessible classroom environment for all students. 8A. Clearly communicates and enforces classroom expectations. 8A. Addresses inappropriate behavior consistently, appropriately, and predictably.

9A. Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of strategies.

10A. Demonstrates an ability to listen to students so that feedback is more effective and received in a positive way.

14A. Facilitates meetings effectively if required. Evaluation made through dialog, artifacts, and other means U A P NA 3A. Selects appropriate instructional goals based upon national, state, and local standards.

5A. Is familiar with content area, school, district, and state assessment methods and options.

11A. Uses assessment data to prepare for individual and group instruction. 12A. Is aware of and pursues professional development opportunities. 13A. Carries out duties as assigned. 14A. Communicates effectively and respectfully with all stakeholders: students, parents, colleagues, and supervisor.

15A. Is aware of and supports building and district instructional priorities. Comments: This Standards Review has been discussed between the supervisor and teacher. The teacher has attached comments to this form: Yes No

_______________________________ _____________________________ __________ Teacher Supervisor Date

1 This form is used in conjunction with a classroom observation and conference. In the first probationary year, teachers are only responsible for the Year 1(A) performance targets listed above. Not all of the targets need to be evaluated on this form when it is completed.

Original to Supervisor Copy to Teacher


Standards Observation Review Form1: Probationary B (Year 2) Teacher Name______________________Supervisor:_____________Assignment:___________________ U = Unsatisfactory; A = Acceptable; P = Proficient NA = Not Applicable/Observed Evaluation made through classroom observations U A P NA 1A. Shows an effective command of the subject to guide student learning. 1B. Uses effective instructional resources, including technology, to communicate content knowledge. 2A. Builds upon students’ knowledge and experiences. 6A. Creates an environment that promotes equity, respect, and positive interpersonal interactions. 6B. Interactions are appropriate to developmental and cultural norms. 7A. Develops and employs classroom procedures that promote student learning and facilitates positive classroom interactions.

7A. Designs a safe and accessible classroom environment for all students. 7B. Facilitates smooth transitions with little loss of instructional time. 8A. Clearly communicates and enforces classroom expectations. 8A. Addresses inappropriate behavior consistently, appropriately, and predictably. 8B. Monitors inappropriate behavior in a preventive way. 9A. Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of strategies. 9B. Activates students’ prior knowledge. 10A. Demonstrates an ability to listen to students so that feedback is more effective and received in a positive way.

10B. Provides feedback that facilitates learning and academic growth. 11B. Uses assessment during classroom instruction to facilitate student learning. 14A. Facilitates meetings effectively if required. 15B. Knows and applies strategies that facilitate continuous progress on building and district instructional initiatives.

Evaluation made through dialog, artifacts, and other means U A P NA 2B. Uses school and district resources to support and advocate for student needs. 3A. Selects appropriate instructional goals based upon national, state, and local standards. 3B. Selects goals that are measurable and states them in terms of student learning. 4B. Designs coherent instruction that reflects researched-based best practices. 4B. Designs instruction that promotes critical thinking and problem-solving. 5A. Is familiar with content area, school, district, and state assessment methods and options. 11A. Uses assessment data to prepare for individual and group instruction. 12A. Is aware of and pursues professional development opportunities. 12B. Actively engages in meaningful goal setting. 13A. Carries out duties as assigned. 13B. Maintains accurate records. 14A. Communicates effectively and respectfully with all stakeholders: students, parents, colleagues, and supervisor.

14B. Collaborates with colleagues and other professionals 15A. Is aware of and supports building and district instructional priorities. Comments: This Formal Observation has been discussed between the supervisor and teacher. The teacher has attached comments to this conference form: Yes No ____________________________ _____________________________ ____________ Teacher Supervisor Date 1 This form is used in conjunction with a classroom observation and conference. In the second probationary year, teachers are only responsible for the Year 1 (A) & 2(B) performance targets listed above. Not all of the targets need to be evaluated on this form when it is completed.



Standards Observation Review Form1: Probationary C (Year 3) and Contract Teachers Teacher Name_____________________________Probationary C: Contract: Supervisor:___________________ Date:__________Assignment:_____________________________ U = Unsatisfactory; A = Acceptable; P = Proficient; NA = Not Applicable/Observed Evaluation made through classroom observations U A P NA 1A. Shows an effective command of the subject to guide student learning. 1B. Uses effective instructional resources, including technology, to communicate content knowledge.

2A. Builds upon students’ knowledge and experiences. 2B. Uses school and district resources to support and advocate for student needs.

6A. Creates an environment that promotes equity, respect, and positive interpersonal interactions.

6B. Interactions are appropriate to developmental and cultural norms. 6C. Active participation of students is evident. 7A. Develops and employs classroom procedures that promote student learning and facilitates positive classroom interactions.

7A. Designs a safe and accessible classroom environment for all students. 7B. Facilitates smooth transitions with little loss of instructional time. 7C. Ensures all students have access to materials, technology, and necessary resources.

8A. Clearly communicates and enforces classroom expectations. 8A. Addresses inappropriate behavior consistently, appropriately, and predictably.

8B. Monitors inappropriate behavior in a preventive way. 9A. Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of strategies.

9B. Activates students’ prior knowledge. 9C. Differentiates instruction to meet the needs of diverse learners. 9C. Uses a variety of questioning and discussion techniques that elicit student reflection and higher order thinking.

10A. Demonstrates an ability to listen to students so that feedback is more effective and received in a positive way.

10B. Provides feedback that facilitates learning and academic growth. 11B. Uses assessment during classroom instruction to facilitate student learning.

14A. Facilitates meetings effectively if required. 15B. Knows and applies strategies that facilitate continuous progress on building and district instructional initiatives.

Comments:

1 This form is used in conjunction with a classroom observation and conference. In the third probationary year & contract year, teachers are responsible for all of the performance targets listed. Not all of the targets need to be evaluated on this form when it is completed.



Standards Observation Review Form: Probationary C (Year 3) & Contract Teachers P.2 Teacher Name_________________________________ U = Unsatisfactory; A = Acceptable; P = Proficient NA = Not Applicable/Observed Evaluation made through dialog, artifacts, and other means U A P NA 1C. Takes an active role in adapting new content standards and frameworks to their teaching.

2C. Addresses students’ learning styles and cultural differences 3A. Selects appropriate instructional goals based upon national, state, and local standards.

3B. Selects goals that are measurable and states them in terms of student learning. 3C. Selects goals appropriate for students with different learning styles and cultural backgrounds.

4B. Designs coherent instruction that reflects researched-based best practices. 4B. Designs instruction that promotes critical thinking and problem-solving. 4C. Ensures that the curriculum is relevant to student needs. 5A. Is familiar with content area, school, district, and state assessment methods and options.

5C. Develops and uses formative and summative assessment tools and information for planning, instruction, feedback, and reflection.

6C. High expectations for student success, quality work, and student achievement. 10C. Provides feedback that is consistent, on-going, timely, and in a variety of forms. 11A. Uses assessment data to prepare for individual and group instruction. 11C. Demonstrates the ability to use assessment to guide and inform instruction through the collection, maintenance, and analysis of classroom, district, and state assessment data.

12A. Is aware of and pursues professional development opportunities. 12B. Actively engages in meaningful goal setting. 12C. Pursues professional growth through reflection, self-assessment, lifelong learning, and being knowledgeable about best practice.

13A. Carries out duties as assigned. 13B. Maintains accurate records. 13C. Is available to others and provides support when necessary. 14A. Communicates effectively and respectfully with all stakeholders: students, parents, colleagues, and supervisor.

14B. Collaborates with colleagues and other professionals. 15A. Is aware of and supports building and district instructional priorities. Comments: This Formal Observation has been discussed between the supervisor and teacher. The teacher has attached comments to this conference form: Yes No ______________________________ _____________________________ ____________ Teacher Supervisor Date


Summative Evaluation Form Teacher Name_____________________________Probationary: A: B: C: Contract: Supervisor:_________________ School:_______________Assignment:________________________

Domain I: Planning & Preparation Standard 1: Knowledge of Content A. Shows an effective command of the subject to guide student learning. B. Uses effective instructional resources, including technology, to communicate content knowledge. C. Takes an active role in adapting new content standards and frameworks to their teaching.

Unsatisfactory Acceptable Proficient NA Overall Assessment of Standard 1:

Standard 2: Knowledge of Students A. Builds upon students’ knowledge and experiences. B. Uses school and district resources to support and advocate for student needs. C. Addresses students’ learning styles and cultural differences. C. Recognizes cultural differences.


Standard 3: Instructional Goal Setting A. Selects appropriate instructional goals based upon national, state, and local standards. B. Selects goals that are measurable and states them in terms of student learning. C. Selects goals appropriate for students with different learning styles and cultural backgrounds.


Standard 4: Curriculum Design B. Designs coherent instruction that reflects researched-based best practices. B. Designs instruction that promotes critical thinking and problem-solving. C. Ensures that the curriculum is relevant to student needs.


Standard 5: Assessment Planning A. Is familiar with content area, school, district, and state assessment methods and options. B. Uses assessments that are congruent with instructional goals. C. Develops and uses formative and summative assessment tools and information for planning, instruction, feedback, and reflection.


Original to Human Resources Copy to Supervisor

Copy to Teacher


Summative Evaluation Form

Domain II: Classroom Environment Standard 6: Climate of Respect and Learning A. Creates an environment that promotes equity, respect, and positive interpersonal interactions. B. Interactions are appropriate to developmental and cultural norms. C. High expectations for student success, quality work, and student achievement. C. Active participation of students is evident.


Standard 7: Classroom Procedures and Physical Environment A. Develops and employs classroom procedures that promote student learning and facilitates positive classroom interactions. A. Designs a safe and accessible classroom environment for all students. B. Facilitates smooth transitions with little loss of instructional time. C. Ensures all students have access to materials, technology, and necessary resources.


Standard 8: Managing Student Behavior A. Clearly communicates and enforces classroom expectations. A. Addresses inappropriate behavior consistently, appropriately, and predictably. B. Monitors inappropriate behavior in a preventive way.


Domain III: Instruction

Standard 9: Lesson Delivery A. Exhibits lesson delivery that is clear, reflects appropriate pacing, and uses a variety of strategies. B. Activates students’ prior knowledge. C. Differentiates instruction to meet the needs of diverse learners. C. Uses a variety of questioning and discussion techniques that elicit student reflection and higher order thinking.


Standard 10: Feedback to Students A. Demonstrates an ability to listen to students so that feedback is more effective and received in a positive way. B. Provides feedback that facilitates learning and academic growth. C. Provides feedback that is consistent, on-going, timely, and in a variety of forms.


Standard 11: Assessment for Learning A. Uses assessment data to prepare for individual and group instruction. B. Uses assessment during classroom instruction to facilitate student learning. C. Demonstrates the ability to use assessment to guide and inform instruction through the collection, maintenance, and analysis of classroom, district, and state assessment data.



Summative Evaluation Form

Domain IV: Professional Responsibilities

Standard 12: Professional Growth A. Is aware of and pursues professional development opportunities. B. Actively engages in meaningful goal setting. C. Pursues professional growth through reflection, self-assessment, lifelong learning, and being knowledgeable about best practice.


Standard 13: Professionalism A. Carries out duties as assigned. B. Maintains accurate records. C. Is available to others and provides support when necessary.


Standard 14: Communication A. Communicates effectively and respectfully with all stakeholders: students, parents, colleagues, and supervisor. A. Facilitates meetings effectively if required B. Collaborates with colleagues and other professionals


Standard 15: Commitment to Instructional Initiatives A. Is aware of and supports building and district instructional initiatives. B. Knows and applies strategies that facilitate building and district instructional initiatives.


Overall Comments and Recommendation: Satisfactory: Not Satisfactory: Proceed to: Probationary B: C: Professional Growth Cycle: Year 1: Year 2: Year 3: Plan of Improvement: Program of Assistance for Improvement: This evaluation has been discussed between the supervisor and teacher. The teacher has attached comments to this evaluation: Yes No ______________________________ _____________________________ ____________ Teacher Supervisor Date


Professional Growth Form Teacher Name_________________________________Date___________________ Supervisor:_________________ School:___________________Assignment:___________________ Professional Growth Activity (Begin by October 1st and discuss with your supervisor. See pages 38-44 for possible ideas and suggestions of Professional Growth Activities). Connected to the following Springfield standard(s): 1: 2: 3: 4: 5: 6: 7: 8: 9: 10: 11: 12: 13: 14: 15: Relating to the following CPDU categories: Subject Matter: Assessment Strategies: Methods & Curriculum: Understanding Diversity: State & National Education Priorities: Technology: Reflection upon your Professional Growth Activity: (Complete at the end of Year 2) Reflection: Comments (supervisor): This Professional Growth Review has been discussed between the supervisor and teacher. The teacher has attached comments to this review: Yes No Review standards and proceed to Observation Year upon completion. ______________________________ _____________________________ ___________ Teacher Supervisor Date

Original to Teacher Copy to Supervisor

______________________________________________________________________________ Springfield Public Schools Teacher Evaluation System 20

Performance Goal Setting Form Teacher ________________________________Probationary: A: B: C: Contract:

School_______________________________Date__________Supervisor_______________________

Performance Goal: (Complete a separate form for each goal). Based upon the following Springfield standards and/or performance targets: 1: 2: 3: 4: 5: 6: 7: 8: 9: 10: 11: 12: 13: 14: 15: Determined by: Teacher: Team: Supervisor: Building: District: Strategies/activities to complete the goal: Ways your supervisor can support your goal: Proposed evidence of goal success, progress, and completion: ____________________________ _____________________________ ____________ Teacher Supervisor Date

Original to Teacher Copy to Supervisor

Copy to Human Resources (only if used during the Improvement Cycle)


Appendix: Glossary

Glossary of Terms

Conference: It is understood that accurately evaluating a teacher’s performance much more than observing a teacher in the classroom. Information about many of the standards can only be obtained through conversations and conferences with teachers. Supervisors evaluate information from conferences when completing the Standards Observation Review Form. Contract Teacher: Any teacher that has completed three successful years as a Probationary teacher in Springfield. Contract teachers by state law have a two-year contract with the district that is up for renewal annually by the school board. Formal Observation: A formal observation is a scheduled classroom visit by a supervisor that results in some kind of written feedback from the supervisor including a standards evaluation on the Standards Observation Review Form. Formal observations usually occur during an Observation Year, but they can occur at any time a supervisor deems it is necessary. Probationary teachers are formally observed at least twice a year, and Contract teachers are formally observed at least once every three years. Growth Year: Growth Years are years when a teacher is not scheduled to be evaluated on the Summative Evaluation Form. Growth Years occur during the first two years of a Contract teacher’s Professional Growth Cycle. Informal Observation: An informal observation is an unscheduled classroom visit by a supervisor that does not include the Standards Review Form. Supervisors are expected and encouraged to frequently be in classrooms on an informal basis. These visits are generally unannounced walkthroughs, but could also include documenting the visit using eCOVE observation tools, other observation tools the supervisor has developed, or notes given to the teacher. Data from informal observations is used to help determine a teacher’s performance. Observation Year: An Observation Year is a school year where a teacher is formally observed and evaluated on the Summative Evaluation Form. Every year is an Observation Year for Probationary teachers, and one year out of three is an Observation Year for Contract teachers. Teachers may elect to use the Performance Goal Form during their Observation Year to receive additional support. Performance Levels: Performance levels are used throughout this evaluation system. Levels used to rate teachers on the standards are based on the following scale: Unsatisfactory, Acceptable, Proficient, or Not Applicable/Observed. It is important to realize that though this system defines how to evaluate teachers according to standards, determinations about teacher performance can also be made according to state law, and there are incidents when state law would supersede this evaluation system. For a complete listing of the state law regarding teacher evaluation refer to pages 45 to 51 of this manual. The descriptors for the performance levels are as follows:

Unsatisfactory (U): The performance is unacceptable and must improve significantly. Acceptable (A): The performance is satisfactory, but there are specific areas that can be improved. Proficient (P): The performance is strong, and there are no apparent weaknesses. Not Applicable/Observed (NA): This standard either does not does not apply to a particular teacher’s job description or it was not observed during a classroom visit.


Appendix: Glossary Performance Standards: State law requires each district to establish performance standards that will be used to evaluate teacher performance. The development of performance standards must be in coordination with the local teachers’ association. The Springfield Teacher Evaluation System has 15 performance standards, and components of these standards are used to set goals for teacher performance. Plan of Improvement: When a supervisor determines a teacher is not performing satisfactorily, he can be placed on a plan of improvement. Plans of improvement are building-based and informal, but they do involve the District, Association, and participating teacher. Data gained from the plan either results in a Program of Assistance for Improvement or a return to the standard evaluation cycle. Probationary Teacher: Any teacher in their first three years of teaching in any district in Oregon. In our document we use the following to define each probationary year in Springfield:

Probationary Year 1: A Probationary Year 2: B Probationary Year 3: C

Professional Growth Cycle: Contract teachers participate in the Professional Growth Cycle. The Professional Growth Cycle is a three-year cycle that begins with two Growth Years followed by an Observation Year. Teachers begin their Growth Year by completing the Professional Growth Form and choosing a professional growth activity. At the end of the second year, teachers reflect on their activity and meet with their supervisor to plan their Observation Year. Teachers may elect to use the Performance Goal Setting Form to receive additional support on one or more standards. Program of Assistance for Improvement: When a teacher has an unsatisfactory evaluation or standards review, she is placed on an informal Plan of Improvement. If the Plan of Improvement is unsuccessful, a Program of Assistance for Improvement is developed. The Program of Assistance is formal and involves the District and Association. If a teacher does not improve through the Program of Assistance, they will be not be recommended for rehire to the school board. Summative Evaluation: The Summative Evaluation form is used in conjunction with an Observation Year. The supervisor completes the Summative Evaluation by evaluating a teacher’s performance on the 15 Springfield teaching and learning standards. When completing the Summative Evaluation, each standard is evaluated as whole. Extended definitions on all of the standards including guiding questions, and evidence to look for can be found on pages 23 to 37 of this manual. Summative Assessment: Summative assessment or feedback is high stakes and summary in nature. They occur at the end of an instructional unit or period of time. OSAT test scores are a summative assessment of what a student has learned. Summative assessments are used to make determinations about the effectiveness of programs. Formative Assessment: Formative assessment or feedback are low stakes and formative in nature. They occur during an instructional unit. Formative assessments are used to inform and guide instruction. DIBELS is an example of a formative assessment.


Standard 1: Knowledge of Content Guiding Questions:

• Does the teacher have a sufficient (quantity) and proficient (quality) knowledge of the subject matter taught?

• Is the content taught connected to state, district, or national standards? • What kind of instructional resources (including technology) are used to communicate the content? • Are students learning the required content?

Unsatisfactory2 Acceptable Proficient

The teacher does not have a command of the subject. Students are seldom engaged, and rarely demonstrate learning. There are many student misconceptions about content material covered. Very few resources are used to communicate content knowledge. The content taught is seldom related to national, state, or district standards. The teacher is unaware or has little knowledge of content standards.

The teacher has a satisfactory command of subject knowledge. Students are usually engaged and demonstrate learning and achievement in a variety of ways. Adequate resources are used to communicate content knowledge, and the content taught can be related to national, state, or district standards. The teacher is aware of content standards and uses them to guide instruction.

The teacher has a strong command of the subject. Students are almost always engaged and demonstrate high levels of learning and achievement in a variety of ways. Extensive resources are used to communicate content knowledge, and the content taught can easily be related to national, state, or district standards. The teacher has deep content knowledge and uses that knowledge to guide instruction.

Possible evidence to look for:

Posted goals and/or learning targets in the classroom that include content material. Deep knowledge of content is communicated in a variety of forms (classroom artifacts, resources

made available to students, etc.). Student success on classroom-based assessments.

2 The following definitions are used as a guide to evaluate a teacher’s performance. Unsatisfactory (U): The performance is unacceptable and must improve significantly. Acceptable (A): The performance is satisfactory, but there are specific areas that can be improved. Proficient (P): The performance is strong, and there are no apparent weaknesses.


Standard 2: Knowledge of Students Guiding Questions:

• Does the teacher know the students? • Does the teacher understand their students’ needs? • Does the teacher ask and seek out information about student backgrounds? • Does the teacher access school and district resources to support students? • Does the teacher take into account not only the learning needs of their students, but their cultural

needs as well?

Unsatisfactory Acceptable Proficient

The teacher does not build upon students’ prior knowledge or experiences. The teacher is unaware of a student’s cultural background, and puts forth little effort to understand student background, culture, and learning style. The teacher rarely accesses school or district resources to meet student needs. The teacher does not understand or seek out the learning styles of his/her students.

The teacher builds upon students’ prior knowledge and experiences. The teacher is aware of the cultural differences in a student’s background, and puts forth effort to understand student background, culture, and learning style. The teacher uses this knowledge to adjust whole group and individual instruction. The teacher accesses school or district resources to meet student needs and seeks out the learning styles of his/her students.

The teacher builds upon students’ prior knowledge and experiences and is acutely aware of the cultural differences of all her students. The teacher puts forth great effort to understand student background, culture, and learning style and frequently makes instructional and individual adjustments based upon this knowledge. The teacher often accesses school or district resources to meet student needs. The teacher seeks out the learning styles of his/her students and actively designs instruction that will most closely match the learning needs of her students.


The teacher has been trained in SIOP, GLAD, cultural competency, understanding poverty, or other workshops that help him to understand student backgrounds, cultural, and learning styles.

The teacher has a deep understanding, knowledge, and applies systems that help determine student learning styles such as: multiple intelligence theory, true colors, or other learning style theories.

The teacher can demonstrate how she has changed/adjusted her lesson plans based upon the learning styles and cultural needs of her students.


Standard 3: Instructional Goal Setting Guiding Questions:

• Is the teacher familiar with state content standards and knows where to find them? • Can the teacher state his/her instructional goals? Are these goals measurable? Are they stated in

terms of student learning? • Does the teacher individualize instructional goals based upon student needs? • Does he/she share goals with other teachers in order to improve practice?


The teacher has little knowledge of state content standards and either does not have a system or his system for instructional goal setting is not clear. Year-long and unit plans either do not exist or are very limited in their scope and sequence. Weekly lesson plans are sketchy at best. Goals that are developed are not stated in terms of student learning, and they are difficult to measure. The teacher does not set goals for students with different learning styles or cultural backgrounds.

The teacher has an adequate knowledge of state content standards and a system for instructional goal setting that is clear. Year-long and unit plans have been developed and the teacher uses them to guide instruction. Weekly lesson plans are easily understood. Instructional goals are stated in terms of student learning and can be measured. The teacher is able to set goals for students with different learning styles or cultural backgrounds.

The teacher has an expert knowledge of state content standards and an effective system for instructional goal setting that is clear and easily understood. Detailed year-long and unit plans have been developed and the teacher uses them to guide instruction. Weekly lesson plans are detailed and include daily learning goals. Instructional goals are stated in terms of student learning and can be measured. The teacher is able to set goals for students with different learning styles or cultural backgrounds and uses those goals to guide instruction. Students are empowered to be a part of the goal setting process. The teacher constantly monitors goals they have set and adjusts them based upon student learning


The teacher is familiar with national, state, district, and school content standards and uses those standards in their planning documents.

The teacher has set whole group, small group, and individual learning goals for students that can be measured. The students and parents know the goals and work collaboratively to achieving them.

Year-long, unit, and weekly lesson plans have been developed that include instructional goals and learning outcomes.

Lesson & unit objectives are written on the board or posted in the classroom for students to see and understand.


Standard 4: Curriculum Design Guiding Questions:

• Has the teacher developed year-long, unit, and weekly lesson plans that contain a clear scope and sequence of material to cover?

• Is the instruction that is planned relevant to student needs and interests? • Does the planned instruction engage students in problem-solving and critical thinking? Does it

reflect research-based best practices? • Can the teacher describe research-based best instructional practices that apply to their content area

and level?


The teacher’s long-range instructional plans are very limited. It is clear that she has not invested very much time into designing curriculum that is thoughtful, relevant, and engaging for students. The plans that have been developed tend to be only for the near future and are limited to activities rather than outcomes that can be measured.

The teacher has developed long-range instructional plans and has an articulated system for curriculum design that insures her instruction promotes critical thinking and problem-solving. The curriculum design is relevant to student needs and is focused on measurable outcomes. The teacher uses appropriate resources beyond the textbook.

The designed curriculum has articulated long range and short term outcomes that are focused on student learning. The curriculum design reflects research-based best practices, promote critical thinking, problem-solving, and project-based learning. The planned curriculum is relevant to student needs and interests and is adjusted as the learning progresses throughout the year so that it is always current, relevant, and engaging. The teacher frequently uses resources beyond the textbook in order to provide the highest quality curriculum possible.


Year-long, unit, and weekly lesson plans are detailed and relevant to student needs and interests. The teacher uses resources beyond the textbook to provide the highest quality learning experiences

for his students. The teacher has a variety of learning options planned throughout their curriculum so that students

will have several ways and opportunities to demonstrate learning. The teacher is familiar with best practice research and can tell you about trainings, workshops,

books, courses, or conferences that have helped guide how she designs her curriculum.


Standard 5: Assessment Planning Guiding Questions:

• Is the teacher familiar with the wide variety of assessment options that are available and can they explain how to use those assessments effectively?

• Does the teacher connect classroom and district assessments with instructional goals? • In what ways does the teacher use formative and summative assessment to inform planning, guide

instruction, and provide meaningful feedback?


The teacher is not familiar with the wide variety of state, district, and school assessment methods and options. As a result, he is not able to use those assessments effectively and does not use them to guide instruction. The teacher uses very few formative and summative assessment tools and does not collaborate when it comes to assessment planning.

The teacher is aware of district, school, and state assessments and uses a variety of formative and summative assessments to guide instruction. The assessments are congruent with instructional goals for students. The teacher collaborates with colleagues in the planning and use of assessments.

The teacher is deeply aware of district, school, and state assessments and effectively uses a variety of formative and summative assessments to guide instruction. The assessments are congruent with whole group and individual instructional goals. The teacher also designs her own formative assessments and frequently collaborates with others to plan common assessments.


A variety of formative and summative assessments are in use. The teacher has an organized assessment system that can be easily explained and understood. The teacher keeps detailed records of assessments and uses those records to develop relevant and

rigorous unit, weekly, and daily lesson plans. The teacher knows the level and needs of their students based upon formative and summative

assessments.


Standard 6: Climate of Respect and Learning Guiding Questions:

• Does the teacher believe that all students can learn and achieve at high levels? • Is the teacher familiar with behavior systems that promote climates of respect and learning? • How do the students treat one another in the classroom? • Do the students feel safe, valued, and respected?


The teacher has not been able to create a classroom environment that promotes equity, respect, and positive interactions. Inappropriate interactions between students are common. The teacher does not have high expectations for student success, quality work, or achievement. Student participation is passive.

The teacher has created an environment that supports equity, respect, and positive interactions. Student to student interactions are generally positive and appropriate to cultural norms. There are high expectations for student success, quality work, and achievement. Active participation is evident.

The teacher has created an environment that strongly promotes equity, respect, and positive interactions. Student to student interactions are consistently positive and appropriate to cultural norms. There are high expectations for student success, quality work, and achievement. Active participation is consistently evident and is demonstrated in a variety of ways.


Classroom and student artifacts demonstrate a climate of learning and respect. Students treat one another in positive and appropriate ways. The teacher intervenes when necessary to establish and promote a classroom of respect and

learning. The teacher demonstrates knowledge of behavior systems and uses them effectively.


Standard 7: Classroom Procedures and Physical Environment Guiding Questions:

• Does the teacher have a coherent and comprehensive system for managing classroom procedures? • Do the students have ownership during transitions and know what is expected of them so that

instructional time is not lost? • Do students have access to the instructional materials they need to be successful? • Is the room set-up and classroom environment safe, accessible, and conducive to high levels of

learning?


The teacher does not have a clear system to manage classroom procedures. As a result, student learning is compromised and there are many classroom interactions that are not positive. The classroom environment is not always safe and accessible for all. There is loss of instructional time during transitions and many students do not have access to the materials they need to be successful.

The teacher has a clear system to manage classroom procedures. As a result, student learning is supported and most classroom interactions are positive. The classroom environment is safe and accessible for all. There is little loss of instructional time during transitions and students have access to the materials they need to be successful.

The teacher has developed an extremely effective and efficient system to manage the procedures of instruction. As a result, student learning is strongly supported and classroom interactions are positive at all times. The classroom environment is safe and accessible for all. There is no loss of instructional time during transitions and students have high access to the materials they need to be successful.


Student interactions are positive. Classroom is organized, attractive, and welcoming. Instructional time is not lost during transitions. The teacher has a very clear and articulated system for managing all classroom procedures.

Students know, understand, and can explain the system to others.


Standard 8: Managing Student Behavior Guiding Questions:

• Does the teacher understand the critical elements of teaching, positive reinforcement, and logical consequences via the system of Positive Behavior Support?

• Can the teacher clearly articulate classroom and school expectations? • Does the teacher enforce classroom and school expectations? • Is the teacher aware of the importance of prevention versus reaction in dealing with negative

behavior? • Is the teacher aware of strategies that help prevent negative behavior and reinforce positive behavior?


The teacher does not have a clear system of classroom expectations and does not clearly communicate or enforce classroom and school expectations. As a result, inappropriate student behavior occurs on a regular basis. The teacher is reactionary—usually reacting to negative behavior rather than preventing it in a positive way.

The teacher has developed classroom expectations that are clear. She clearly communicates and enforces those classroom and school expectations on a regular basis. As a result, student behavior is appropriate most of the time. The teacher is proactive, and is able to prevent negative behavior through monitoring, pre-teaching, reminders, positive reinforcement and a host of other strategies.

The teacher has developed classroom expectations that are clear and easy to understand. He clearly communicates and enforces those classroom and school expectations continually and is involved in supporting positive behavior beyond his classroom as well. Student behavior consistently appropriate. The teacher is proactive, and is able to prevent negative behavior through monitoring, pre-teaching, reminders, positive reinforcement and a host of other strategies.


The teacher is familiar with and uses the system of Positive Behavior Support (other effective system) to help manage student behavior.

The teacher is involved with the PBS or culture team at the school. Students are well-behaved, treat one another with respect, and follow directions. Classroom expectations are posted, taught, reinforced, and re-taught. Students are aware of the classroom and school expectations.


Standard 9: Lesson Delivery Guiding Questions:

• Is the lesson delivery clear and easy to understand? • Does the teacher use a variety of strategies including technology? • In what ways does the teacher access students’ prior knowledge? • How is instruction differentiated to meet the needs of all learners? • Does the instructional lesson elicit higher-level thinking and problem-solving? • Does the teacher use a variety of questioning techniques to engage students?


The teacher’s lesson is not clear or easy to understand. The teacher is not aware of the need and importance of accessing students’ prior knowledge. There is little evidence of higher level thinking or problem-solving. The teacher does not use effective questioning techniques or differentiates instruction to meet the needs of all learners. Very few strategies are used to deliver instruction.

The teacher’s lesson is clear and easy to understand. The teacher is aware of the need and importance of accessing students’ prior knowledge and uses strategies to access prior knowledge. There is evidence of higher level thinking and problem-solving. The teacher uses questioning techniques and a variety of strategies to deliver instruction. Students are engaged in learning.

The teacher’s lesson is extremely clear and easy to understand. The teacher is aware of the need and importance of accessing students’ prior knowledge and uses a variety of strategies to access prior knowledge. Higher level thinking and problem-solving occurs frequently. The teacher uses a variety of questioning techniques and a variety of strategies, including technology, to deliver instruction. High levels of active engagement and student ownership are frequently evident in the classroom.


Students are actively engaged in learning. The teacher is organized, knows the required learning targets, and is able to effectively

communicate those objectives to students in a way that they understand and learn what is delivered.

The learning targets and objectives are clear to the students. The teacher frequently uses questioning strategies throughout his/her lesson delivery. Instructional delivery is differentiated to meet the learning needs of all learners. A variety of strategies, including technology, are used to deliver instruction. The teacher is involved in service learning as a way to deliver instruction.


Standard 10: Feedback to Students Guiding Questions:

• Does the teacher “authentically” listen to his/her students? How do you know? • How does the teacher provide feedback about student learning and progress? Is the feedback

helpful? • Do students feel like they are learning? • Is the feedback helpful and timely?


Students do not feel comfortable or accepted in the class because they do not feel listened to or supported by the teacher. Feedback provided to students is inconsistent and does not motivate them to improve their academic or behavior performance. Feedback is not provided in a variety of forms.

Students are comfortable in the class and accepted by the teacher because they feel that they are listened to and acknowledged. Students are motivated to improve their academic and behavior performance due to consistent feedback.

Students are very comfortable in the class and accepted by the teacher because they feel that they are consistently listened to and acknowledged on a regular basis. Students are highly motivated to improve their academic and behavior performance due to effective, and consistent feedback. Feedback is provided in a variety of forms so that students know exactly where their performance is and what they need to do to improve that performance.


Students are not afraid to make mistakes or ask questions. There is an attitude of continuous progress that is pervasive throughout the class. Students are willing to take risks in their learning. Students are motivated to improve. They have not given up. The teacher sets high expectations through meaningful feedback and encourages students to meet

those high expectations by providing the necessary support.


Standard 11: Assessment for Learning Guiding Questions:

• Is the teacher familiar with the distinction of assessment for learning as opposed to assessment of learning?

• What kind of assessment data does the teacher use to inform instruction? • How does the teacher use formative and summative assessment data?


Assessment data is not used to guide instruction. Instruction is textbook driven as opposed to being directed by the needs of the students. The teacher is unfamiliar with how assessment can used in positive ways to inform instruction. As a result, the instruction delivered is frequently irrelevant to the students. There is very little evidence of meaningful assessments, and the teacher is unaware of students’ instructional needs.

Assessment data is used to inform instruction, and the teacher understands the distinction between assessment for learning and assessment of learning. The teacher knows when to use formative assessments and when to use summative assessments. The teacher has a clear system of tracking meaningful assessments and accurately knows the performance levels of her students.

Instruction is driven by student need. It is differentiated by level and interest. As a result the instruction is highly relevant and engaging for students. Students are familiar with their own assessment data and have ownership over their learning. The teacher has an effective and clear system of tracking meaningful assessments and accurately knows the performance levels of her students. Deep knowledge and practice of assessment beyond the district and state options are clearly present.


The teacher can describe how he uses assessment prior, during, and after instruction. The teacher knows the difference and distinctions of formative assessments and summative

assessments and when it is important to use each one. The teacher has detailed assessment data and records on student performance. The teacher has attended trainings to understand a variety of assessments and can explain those

assessments to others.


Standard 12: Professional Growth Guiding Questions:

• What kind of professional growth opportunities is the teacher engaged in? • Is the teacher a self-directed learner when it comes to professional growth opportunities? • What is the teacher’s strength? How is she developing that strength? • What leadership roles has the teacher pursued at the school and district level?


The teacher is not aware of professional development opportunities in the district or outside the district, and does not take advantage of opportunities when they arise. The teacher does not engage in meaningful goal setting when it comes to improve performance. The teacher has little knowledge about best practices or exhibit the qualities of a lifelong learner.

The teacher is aware of professional development opportunities in the district and outside the district, and takes advantage of opportunities when they arise. The teacher engages in meaningful goal setting in order to improve performance. The teacher is knowledgeable about best practices and displays the qualities of a lifelong learner.

The teacher is aware of professional development opportunities in the district and outside the district, and frequently takes advantage of opportunities when they arise. In addition, they demonstrate teacher leadership by taking on leadership roles at the school including encouraging other teachers to pursue professional growth opportunities. The teacher engages in meaningful goal setting in order to improve performance. The teacher is very knowledgeable about best practices and consistently displays the qualities of a lifelong learner.


The teacher can describe best practices when it comes to instruction, their content area, and research. The teacher is constantly pursuing professional growth opportunities and applies what he is learning. The teacher displays the qualities of a life-long learner which includes the habits of reading, writing,

reflection, and sharing with others. The teacher is constantly seeking to improve his performance through professional growth

opportunities.


Standard 13: Professionalism Guiding Questions:

• How does the teacher show respect to others? • Does the teacher respond professionally to all constituents: parents, students, colleagues,

supervisors, and the community? • What kind of record keeping system does the teacher use? How effective is that system?


The teacher struggles to follow directions and carry out assigned duties. The teacher needs constant reminders to turn in paperwork and complete required reports. The teacher’s record-keeping is not accurate or complete, and he has trouble explaining it to others. The teacher is frequently not available to others and does not return phone calls or e-mails consistently. At times the teacher does not respond in a professional manner.

The teacher carries out all duties as assigned, maintains accurate records and usually does not need reminders to complete necessary paperwork or reports. The teacher usually responds professionally and is available to others when needed. The teacher returns phone calls and e-mails in a timely manner.

The teacher carries out all duties as assigned, maintains extremely accurate and organized records and rarely needs reminders to complete necessary paperwork or reports. The teacher responds professionally in all situations and is available to others when needed. The teacher returns phone calls and e-mails in a timely manner.


The teacher can be counted on to complete all required reports and paperwork. The teacher’s record-keeping system is clear, organized, up-to-date, and easy to understand for

students, parents, colleagues, and supervisors. The teacher is usually available, and if he is not available, phone calls and e-mails are returned in a

timely manner


Standard 14: Communication Guiding Questions:

• Does the teacher communicate effectively and respectfully with all stakeholders? • What methods does the teacher use to communicate? • Does the teacher need to facilitate meetings as a component of her job? • In what ways does the teacher collaborate with others? Is she an effective collaborator?


The teacher does not communicate respectfully with all stakeholders and as a result there is frequent mistrust, miscommunication, gossip, and relationship breakdowns. Colleagues do not like to work with this teacher due to communication problems and concerns. The teacher does not effectively facilitate meetings, and as a result the meetings last too long, do not accomplish their outcome, and action steps are not developed or pursued.

The teacher communicates effectively and respectfully with others and as a result healthy relationships are evident. If the teacher is required to facilitate meetings, the meetings have agendas, are completely in a timely manner, and result in action steps. The teacher collaborates with peers to accomplish tasks.

The teacher communicates effectively and respectfully with others and as a result healthy relationships are evident. If the teacher is required to facilitate meetings, the meetings have agendas, are completely in a timely manner, and result in action steps. High levels of trust are apparent to others. The teacher frequently collaborates with his peers to accomplish tasks.


The teacher communicates in a respectful and positive manner to everyone. The teacher is an effective facilitator and is able to develop meeting agendas, adjourn meetings on

time, and develop action steps. The teacher has a high value for collaboration and frequently is involved in projects and activities

that require collaboration. The teacher has a high value for positive relationships and does not engage in rumors or gossip.


Standard 15: Commitment to Instructional Initiatives Guiding Questions:

• Is the teacher aware of building and district instructional initiatives? • How does the teacher support these initiatives? • What strategies or actions does the teacher apply to facilitate the implementation of instructional

initiatives? • Is the teacher willing to take risks in order to grow and change as a professional?


The teacher is not aware of building or district instructional initiatives and does not direct energy toward learning about the initiatives or altering practice to change in the direction of the building or district. The teacher does not have any strategies to facilitate change and growth toward the building and district instructional initiatives. The teacher has demonstrated by his actions that he is unwilling to change, learn, or grow as a professional.

The teacher is aware of building and district instructional initiatives and directs energy toward learning about the initiatives. The teacher is willing to alter practice to change in the direction of the building or district and has demonstrated ways she has adjusted her practice. The teacher has strategies to facilitate change and growth toward the building and district instructional initiatives. The teacher has demonstrated by her actions that she is willing to change, learn, and grow as a professional.

The teacher is aware of building and district instructional initiatives and directs energy toward learning about the initiatives. Not only is the teacher is willing to alter practice in order to change but is a leader in helping others to embrace the change process toward the building or district instructional initiatives. The teacher has developed several strategies to facilitate change and growth toward the building and district instructional initiatives. The teacher has demonstrated by his actions that he is not only willing to change, learn, and grow as a professional, but is also able and willing to lead others.


The teacher supports building and district instructional priorities through increased knowledge and a change in teaching practice.

The teacher is able to inspire others to adopt and support building and district instructional initiatives. The teacher is thorough and thoughtful and is able to incorporate instructional initiatives into her

curriculum in a variety of methods and means.


Appendix: Professional Growth Activity Ideas1

Professional Growth: Projects/Strategies/Act ivit ies

Definition: Action research is a process that is conducted in the classroom to improve student performance. It allows a teacher (or team of teachers) to explore new teaching strategies through a continuous process of collecting and analyzing data, making decisions based on the results of that data, collecting more information on decisions made, evaluating the results, and using those results to set new goals. Example: A team of teachers wants to research effective ways to teach writing. The team decides on different methods to try and how they will collect, analyze, and share the data they discover. This could be a school-based project or an activity that involves teachers from several different schools. Suggestions: The major components of action research include: Identifying a research question regarding teaching and learning that applies to the outcome of student

achievement. Developing a research plan that includes data to be collected, and how it will be collected and analyzed.

A timeline is helpful as well. While the data is being collected, it is recommended teachers keep a reflective journal of the project. Sharing the findings with other audiences.

Definition: A book study can occur either with a small group of teachers, a teacher can do a book study alone. The Curriculum Department has a number of excellent sets of books that can be borrowed for a book study. Example: A group of teachers (or individual teacher) decide they want to learn more about differentiation by reading an excellent book on the topic. They meet once a month to discuss chapters of the book and how they are applying what they are learning. Suggestions: Contact Paul Weill ([email protected]) in the Curriculum Department for more information about books the district has available. The books cover a wide variety of subjects and topics. Other great resources for educational books are: Corwin Press (www.corwinpresss.com), Rowman Education (www.rowmaneducation.com), and ASCD (www.ascd.org). 1 The activities listed here not exclusive. Teachers are encouraged to choose meaningful Professional Growth Activities that are relevant to their work and will make a difference in their teaching. The activities listed on the following pages are meant to be suggestions or examples of potential activities.

Action Research Project

Book Study


Definition: Critical Friends Groups (CFG) are a type of Professional Learning Community that gets trained in the use of protocols to facilitate discussions about student work and other topics that benefit from group discussion and process. Example: A team of teachers gets trained in how to use CFG protocols and then uses those protocols to discuss student work or team issues on a regular basis. Suggestions: Teachers interested in learning about CFG protocols should contact Rob Hess ([email protected]) in the Curriculum Department to learn about different training opportunities that are available. Not all participants need facilitation training, but the groups are most effective if someone who knows and understands CFG protocols facilitates the group. Effective CFG meetings require 60 to 90 minutes per meeting, and the meetings should take place monthly.

Definition: Curriculum Audits are a way to have experts from outside your school building observe your classroom and sit down with you to analyze what you are teaching and how you are teaching it. Curriculum Audits can be done alone or with a group of teachers. After the audit, you will have a deeper understanding of state standards and how to design curriculum that effectively meets those standards. Example: A teacher at the secondary level requests a curriculum audit in how he is helping students access text. An expert in secondary reading strategies would meet with the teacher, observe instruction, model lessons, review curriculum, and then provide some concrete ideas and strategies on ways the teacher can support reading at the secondary level. Suggestions: Curriculum audits can be done individually or with small groups of teachers. Teachers who are implementing a new curriculum can benefit greatly from a Curriculum Audit. Since the audits are specific to content expertise, please contact Paul Weill, Rob Hess, Renee Metcalfe, or Valerie King in the Curriculum Department if you are interested in participating in a Curriculum Audit.

Critical Friends Group

Curriculum Audit


Definition: Curriculum development involves designing new curriculum or implementing curriculum that has been provided for the first time. Example: A group of elementary teachers would like additional support for implementing the new reading adoption. They agree to meet monthly after school to share strategies they are using to implement the curriculum and share lesson plans they are developing. Suggestions: Curriculum development can be done alone or in small groups. It is usually more effective in small groups because ideas and strategies can be shared. It is important to get expert advice and/or support when designing curriculum. Strong curriculum development should also include ways you will assess whether or not your students have learned the curriculum you are delivering. Contact the curriculum department for more information about this activity.

Definition: Graduate Coursework are classes that are taken to obtain a master’s degree, further your learning, or coursework that is required to obtain an additional teaching endorsement. Example: A teacher would like to add a reading endorsement to her teaching license and enrolls in a university to obtain this endorsement. Realizing this may be a several year project, she embarks on a multi-year journey. In addition to campus-based courses, there are now a variety of high-quality online courses that can be taken as well. Online courses provide the flexibility of learning without having to travel and being able to learn on your own time schedule. Suggestions: When taking courses, be sure to share your knowledge with colleagues and your supervisor. Graduate coursework can be extremely stimulating—especially when your share your knowledge with others and apply what you are learning in your classroom. Contact Rob Hess in curricululm if you would like more information about online course options.

Definition: Independent Study implies the teacher has a topic or subject they would like to explore in order to learn more about it. Independent Studies have a broader focus than book studies and could involve attending a conference or participating in online activities. Example: A teacher would like to know more about Data Teams and attend a summer conference at the ESD on the topic. The teacher believes the training will have a deep impact on student achievement and will seek to apply the concepts in the classroom and leadership roles at the school. Suggestions: It is important to communicate with your supervisor early in the process if you would like to do an Independent Study. The most effective Independent Studies are relevant to the needs of your school and classroom. Keeping your supervisor in the loop is the best way to make sure your topic is connected and supported.

Developing or Implementing a New Curriculum

Graduate Coursework

Independent Study


Definition: Any new technology (computer software, hardware, curriculum, or equipment) can fall into this category. Using new technology to improve student performance is definitely a learning process and many teachers have embarked on technology projects with great success in recent years. Example: A teacher is part of the Education Technology grant at her school and attends trainings and workshops in order to use the laptop cart effectively to improve student performance. Another example would be a teacher who obtains “clicker” assessment pads for his classroom and makes a concerted effort to be trained and use the clickers to improve student learning. Suggestions: Pick a technology you are excited about or know that other teachers have used successfully. All new technology innovations require training and time to implement. It may look cool and flashy, but there is a lot of hard work associated with all new technologies. Make sure you have the interest, passion, and support necessary before embarking on a technology project. Many of them require additional funds so be sure you have secured those as well. For more information about how S-QEM grant dollars can be used to support technology innovations contact Tom Lindly in tech services or Rob Hess in curriculum.

Definition: Observing another teacher work with students informally or formally is acceptable for this activity. Notes can be taken, but they are optional. Example: A teacher is assigned to teach a new course or grade level and knows there is someone in the building who has mastered the content and curriculum. She would like to watch how her colleague sets up and deliver the curriculum and get some pointers on getting started. Suggestions: Some teachers feel threatened or uncomfortable when being observed by their peers. Be sure to get a teacher’s permission first, and let them know your reasons for wanting to visit. Often reciprocal arrangements are the most effective when it comes to observing peers. Unfortunately teachers often work in isolation. We can learn a lot from each other. Take advantage of the experts right down the hall. Be sure to communicate with your principal because there may be building or district funds available to support this professional growth activity.

Learning New Technology

Observing Colleagues


Definition: Peer mentoring is a powerful model to support teaching and learning. Peer mentoring under this definition implies a mutual relationship between peers that involves observing each other in the classroom, having conversations about what was observed, and making improvements based upon the conversations. Example: A group of three teachers in a school department would like to meet throughout the year as peer mentors. They decide to meet once a month to talk about curriculum development and agree to observe each other once a month. Suggestions: Peer mentoring under this model is completely informal. It is up to the teachers to arrange all of their interactions. It is important to have the support of your principal if you would like to try this professional growth activity.

Definition: Portfolios, or collections of evidence, can be a powerful way to demonstrate what you have learned as a teacher. Example: In order to obtain a National Board Certification, a collection of evidence must be created. This portfolio includes video taping instruction among many other activities. A teacher who is developing a portfolio for a master’s project, National Board Certification, or simply to document professional growth can use a collection of evidence to demonstrate mastery. Suggestions: Since portfolios can not only document what you have done as a teacher but also help guide future instruction, they can be very helpful projects. They can also be used by teachers to specifically direct energy toward improving in one or more of the 15 SPS teaching standards defined in this manual.

Peer Mentoring: Providing Support to Colleagues

Portfolio: Collection of Evidence (Formal or Informal)


Definition: The term Professional Learning Community (PLC), is currently a buzz word in education. The term originated in the business community and denotes a group (community) of professionals that are committed to formally learning together in order to improve performance. The original notion of PLCs has its root in the Plan, Do, Study, Act (PDSA) cycles (Out of the Crisis, Edward Deming, 1985) where teams of workers systematically developed plans, implemented them, studied the results, and revised their actions. In education, PLCs over time have developed into data teams that specifically use available data to design interventions and then implement those interventions and study the results. Example: A high functioning PBS team could be considered a data team or PLC, but PLCs can also function as book groups, lesson study groups, or critical friend groups. The key element of PLCs are adults committed to learning together to improve student performance. Suggestions: High functioning PLCs are made up of people who have similar goals, designated time, and on-going training. If you would like to form a PLC around a particular topic and would like district support, please contact Rob Hess in the curriculum department.

Definition: Springfield Public Schools highly values professional development and strongly encourages teachers to pursue opportunities when they become available. The district offers many professional development opportunities in addition to workshops and conferences that occur throughout the state. Suggestions: Professional growth is most effective when it is connected to teacher interest and/or building and district goals. When determining professional development activities to pursue teachers should think about the areas of teaching they would like to grow in and/or building or district instructional initiatives that are currently being implemented.

Professional Learning Community Involvement

Professional Development Activities, Workshops, & Conferences


Definition: Journaling is an extremely powerful way for teachers to learn, reflect, and grow in their teaching practice. Reflective journals can take many forms and all forms are acceptable. The key component of reflective journaling is for personal learning. Example: Some teachers like to write and reflect on a computer. Some teachers prefer an “old school” lined journal where they can write long hand. Others prefer a blank bound journal where they can sketch pictures and jot down thoughts. All of the above will work. Making a discipline of journaling and sharing thoughts with others can be a powerful learning experience that will have a positive impact upon teaching. Suggestions: Make the journal work for you. Take time on a regular basis to think and write about your teaching practice. As you write and reflect, be sure to look back through previous entries as well. Share your learning with others. Most of all, make the journaling personally meaningful.

Definition: Videotaping doesn’t have to be complex or threatening, and it can be very helpful for a teacher to observe her instruction. Videotaping can be done by small groups of teachers or individually. Example: A single teacher can set up a video camera in the back of the classroom, hit “record,” and then watch the tape privately at a later time. Students can also be trained to videotape their teacher as well. Suggestions: When watching a video, it is important to jot down a few notes about what you are watching, and choose one or two things to improve at rather than be overwhelmed by several things you observe.

Create your own option for professional growth, but whatever you do, make the experience RELEVANT and MEANINGFUL for you.

Reflective Journal

Videotape Analysis

Other Ideas


ACCOUNTABILITY FOR SCHOOLS FOR THE 21ST CENTURY LAW 342.805 Short title. ORS 342.805 to 342.937 shall be known as the Accountability for Schools for the 21st Century Law. [1965 c.608 §1; 1971 c.570 §2; 1977 c.881 §1; 1997 c.864 §26] 342.815 Definitions for ORS 342.805 to 342.937. As used in ORS 342.805 to 342.937 unless the context requires otherwise: (1) Notwithstanding ORS 342.120, “administrator” includes any teacher the majority of whose employed time is devoted to service as a supervisor, principal, vice principal or director of a department or the equivalent in a fair dismissal district but shall not include the superintendent, deputy superintendent or assistant superintendent of any such district or any substitute or temporary teacher employed by such a district. (2) “Board” means the board of directors of a fair dismissal school district. (3) “Contract teacher” means any teacher who has been regularly employed by a school district for a probationary period of three successive school years, and who has been retained for the next succeeding school year. The district school board may enter into agreements that provide for a shorter probationary period of not less than one year for teachers who have satisfied the three-year probationary period in another Oregon school district. (4) “District superintendent” means the superintendent of schools of a fair dismissal district or, in the absence of the superintendent, the person designated to fulfill the superintendent’s functions. (5) “Fair dismissal district” means any common or union high school district or education service district. (6) “Probationary teacher” means any teacher employed by a fair dismissal district who is not a contract teacher. (7) “Program of assistance for improvement” means a written plan for a contract teacher that with reasonable specificity: (a) Helps teachers adapt and improve to meet changing demands of the Oregon Educational Act for the 21st Century in ORS chapter 329 if applicable. (b) Identifies specific deficiencies in the contract teacher’s conduct or performance. (c) Sets forth corrective steps the contract teacher may pursue to overcome or correct the deficiencies. (d) Establishes the assessment techniques by which the district will measure and determine whether the teacher has sufficiently corrected the deficiencies to meet district standards. (8) “Substitute teacher” means any teacher who is employed to take the place of a probationary or contract teacher who is temporarily absent. (9) Notwithstanding ORS 342.120, “teacher” means any person who holds a teaching license or registration as provided in ORS 342.125 or 342.144 or who is otherwise authorized to teach in the public schools of this state and who is employed half-time or more as an instructor or administrator. (10) “Temporary teacher” means a teacher employed to fill a position designated as temporary or experimental or to fill a vacancy which occurs after the opening of school because of unanticipated enrollment or because of the death, disability, retirement, resignation, contract nonextension or dismissal of a contract or probationary teacher. [1965 c.608 §2; 1971 c.570 §12; 1977 c.880 §1; 1977 c.881 §2; 1979 c.668 §1; 1981 c.299 §1; 1993 c.45 §194; 1997 c.864 §4; 1999 c.199 §11; 2001 c.653 §5] 342.825 [1965 c.608 §3; 1973 c.298 §1; repealed by 1977 c.881 §8]


342.835 Probationary teacher. (1) The district board of any fair dismissal district may discharge or remove any probationary teacher in the employ of the district at any time during a probationary period for any cause considered in good faith sufficient by the board. The probationary teacher shall be given a written copy of the reasons for the dismissal, and upon request shall be provided a hearing thereon by the board, at which time the probationary teacher shall have the opportunity to be heard either in person or by a representative of the teacher’s choice. (2) For any cause it may deem in good faith sufficient, the district board may refuse to renew the contract of any probationary teacher. However, the teacher shall be entitled to notice of the intended action by April 1, and upon request shall be provided a hearing before the district board. Upon request of the probationary teacher the board shall provide the probationary teacher a written copy of the reasons for the nonrenewal, which shall provide the basis for the hearing. (3) If an appeal is taken from any hearing, the appeal shall be to the circuit court for the county in which the headquarters of the school district is located and shall be limited to the following: (a) The procedures at the hearing; (b) Whether the written copy of reasons for dismissal required by this section was supplied; and (c) In the case of nonrenewal, whether notice of nonrenewal was timely given. [1965 c.608 §4; 1971 c.570 §4; 1975 c.727 §1; 1979 c.714 §2; 1981 c.323 §1] 342.840 Determination of length of service for probationary teacher. For purposes of determining length of service for a probationary teacher, a teacher employed for 135 consecutive days in any school year shall receive credit for a full year of employment. At least 30 consecutive days of employment in the same district in a successive year shall be sufficient to keep the service intact, and the teacher shall not lose credit for previous probationary years served. [1981 c.299 §3] Note: 342.840 was enacted into law by the Legislative Assembly and was added to 342.805 to 342.937 but was not added to or made a part of any smaller series therein. See Preface to Oregon Revised Statutes for further explanation. 342.845 Contract teacher; part-time contract teacher; effect of program transfer; administrator contracts. (1) A contract teacher shall not be subjected to the requirement of annual appointment nor shall the teacher be dismissed or employed on a part-time basis without the consent of the teacher except as provided in ORS 342.805 to 342.937. (2) Notwithstanding subsection (1) of this section, a part-time contract teacher attains contract status at not less than half-time but less than full-time and may be assigned within those limits by the school district. The assignment of a contract part-time teacher is not subject to the procedures specified in ORS 342.805 to 342.930. A contract part-time teacher who accepts a full-time assignment shall be considered a contract teacher for purposes of the assignment. (3) No teacher shall be deprived of employment status solely because the duties of employment have been assumed or acquired by another school district or education service district in a state reorganization of a regional special education program. Where such reorganization occurs, a teacher shall be transferred to the employment of the school district or education service district which assumed or acquired program responsibilities. The teacher shall be allowed to transfer accrued sick leave and experience status to the new district. However, the district to which the programs are transferred is obligated to hire displaced employees only to the extent that such would complement a cost effective staffing plan in the reorganized program. (4)(a) As used in this subsection: (A) “Juvenile detention education program” means the Juvenile Detention Education Program, as defined in ORS 326.695. (B) “School district” has the meaning given that term in ORS 329.007. (b) No teacher shall be deprived of employment status solely because the duties of employment have been assumed or acquired by another school district or education service district pursuant to a transfer of juvenile detention education program responsibilities to another school district or education service district. Where such reorganization occurs, a teacher shall be transferred to the employment of the school district or education service district that assumed or acquired program responsibilities. The teacher shall be allowed to transfer accrued sick leave, seniority and status as a contract teacher. However, the district to which the program is transferred is obligated to hire displaced teachers only to the extent that such would complement a cost-effective staffing plan in the reorganized program.


(5)(a) An administrator shall serve a probationary period that does not exceed three years, unless the administrator and the school district mutually agree to a shorter time period. Following a probationary period, an administrator shall be employed by a school district pursuant to a three-year employment contract. An administrator may be dismissed or have a reduction in pay during the term of a contract for any reason set forth for dismissal of a teacher in ORS 342.865, or pursuant to ORS 342.934 (5). If an administrator is dismissed or has a reduction in pay during the term of the contract, the administrator may appeal to the Fair Dismissal Appeals Board in the same manner as provided for the appeal of a dismissal or a nonextension of a contract teacher. An administrator may not appeal the nonextension of a contract to the Fair Dismissal Appeals Board. (b) The administrator may be assigned and reassigned at will during the term of the contract. (c) The district school board may elect not to extend the administrator’s contract for any cause the school board in good faith considers sufficient. Prior to March 15 of the second year of the administrator’s contract, the school board shall take one of the following actions: (A) Issue a new three-year contract effective July 1 following the March 15 of the second year of the administrator’s contract; (B) Provide, in writing, notice that the contract will not be renewed or extended; or (C) Extend the existing contract for a period of not more than one year. (6) If an administrator receives notice of contract nonextension prior to the expiration of the administrator’s contract, the administrator shall have the right to fill any vacant teaching position in the district for which the contract administrator is licensed and competent as defined in ORS 342.934, provided the administrator has three years’ teaching experience in Oregon that has been successful, in the judgment of the district superintendent. [1965 c.608 §§5,6; 1977 c.880 §2; 1983 c.554 §1; 1983 s.s. c.1 §2; 1993 c.480 §2; 1997 c.864 §8; 2001 c.681 §9] 342.850 Teacher evaluation; personnel file content. (1) The district superintendent of every school district, including superintendents of education service districts, shall cause to have made at least annually but with multiple observations an evaluation of performance for each probationary teacher employed by the district. The purpose of the evaluation is to aid the teacher in making continuing professional growth and to determine the teacher’s performance of the teaching responsibilities. Evaluations shall be based upon at least two observations and other relevant information developed by the district. (2)(a) The district school board shall develop an evaluation process in consultation with school administrators and with teachers. If the district’s teachers are represented by a local bargaining organization, the board shall consult with teachers belonging to and appointed by the local bargaining organization in the consultation required by this paragraph. (b) The district school board shall implement the evaluation process that includes: (A) The establishment of job descriptions and performance standards which include but are not limited to items included in the job description; (B) A preevaluation interview which includes but is not limited to the establishment of performance goals for the teacher, based on the job description and performance standards; (C) An evaluation based on written criteria which include the performance goals; (D) A post-evaluation interview in which: (i) The results of the evaluation are discussed with the teacher; and (ii) A written program of assistance for improvement is established, if one is needed to remedy any deficiency specified in ORS 342.865 (1)(a), (d), (g) or (h); and (E) The utilization of peer assistance whenever practicable and reasonable to aid teachers to better meet the needs of students. Peer assistance shall be voluntary and subject to the terms of any applicable collective bargaining agreement. No witness or document related to the peer assistance or the record of peer assistance shall be admissible in any proceeding before the Fair


Dismissal Appeals Board, or in a probationary teacher nonrenewal hearing before a school board under ORS 342.835, without the mutual consent of the district and the teacher provided with peer assistance. (c) Nothing in this subsection is intended to prohibit a district from consulting with any other individuals. (3) Except in those districts having an average daily membership, as defined in ORS 327.006, of fewer than 200 students, the person or persons making the evaluations must hold teaching licenses. The evaluation shall be signed by the school official who supervises the teacher and by the teacher. A copy of the evaluation shall be delivered to the teacher. (4) The evaluation reports shall be maintained in the personnel files of the district. (5) The evaluation report shall be placed in the teacher’s personnel file only after reasonable notice to the teacher. (6) A teacher may make a written statement relating to any evaluation, reprimand, charge, action or any matter placed in the teacher’s personnel file and such teacher’s statement shall be placed in the personnel file. (7) All charges resulting in disciplinary action shall be considered a permanent part of a teacher’s personnel file and shall not be removed for any reason. A teacher shall have the right to attach the teacher’s response, or other relevant documents, to any document included under this subsection. (8) The personnel file shall be open for inspection by the teacher, the teacher’s designees and the district school board and its designees. District school boards shall adopt rules governing access to personnel files, including rules specifying whom school officials may designate to inspect personnel files. (9) A program of assistance for improvement or evaluation procedure shall not be technically construed, and no alleged error or unfairness in a program of assistance for improvement shall cause the overturning of a dismissal, nonextension of contract, nonrenewal of contract or other disciplinary action unless the contract teacher suffered a substantial and prejudicial impairment in the teacher’s ability to comply with school district standards. [1971 c.570 §5; 1973 c.298 §3; 1973 c.458 §1; 1977 c.881 §3; 1979 c.598 §1; 1979 c.668 §2a; 1987 c.663 §1; 1989 c.491 §29; 1997 c.864 §9]

Division 20: Oregon Administrative Rules 584-020-0010 The Competent Educator The teacher or administrator demonstrates a commitment to: (1) Recognize the worth and dignity of all persons; (2) Encourage scholarship; (3) Promote democratic citizenship; (4) Raise educational standards; and (5) Use professional judgment. Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & ORS 342.175 - ORS 342.190 Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80 584-020-0015


Curriculum and Instruction (1) The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual. (2) The competent teacher demonstrates: (a) Use of state and district adopted curriculum and goals; (b) Skill in setting instructional goals and objectives expressed as learning outcomes; (c) Use of current subject matter appropriate to the individual needs of students; (d) Use of students' growth and development patterns to adjust instruction to individual needs consistent with number of students and amount of time available; and (e) Skill in the selection and use of teaching techniques conducive to student learning. (3) The competent administrator demonstrates: (a) Skill in assisting individual staff members to become more competent teachers by complying with state law, rules, and lawful and reasonable district policy and contracts; (b) Knowledge of curriculum and instruction appropriate to assignment; (c) Skill in implementing instructional programs through adequate communication with staff; and (d) Skill in identifying and initiating any needed change which helps each student toward realization of personal learning potential. Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & ORS 342.175 - ORS 342.190 Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80; TS 7-1983, f. & ef. 12-14-83 584-020-0020 Supervision and Evaluation (1) The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the district's program, and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities. (2) The competent teacher demonstrates: (a) Ways to assess progress of individual students; (b) Skill in the use of assessment data to assist individual student growth; (c) Procedures for evaluating curriculum and instructional goals and practices; and (d) Skill in the supervision of students. (3) The competent administrator demonstrates: (a) Skill in the use of assessment data to provide effective instructional programs; (b) Skill in the implementation of the district's student evaluation program;


(c) Skill in providing equal opportunity for all students and staff; and (d) Skill in the use of employee techniques appropriate to the assignment and according to well established standards which insure due process for the staff being evaluated. Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & ORS 342.175 - ORS 342.190 Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80; TS 7-1983, f. & ef. 12-14-83 584-020-0025 Management Skills (1) The competent educator is a person who understands students and is able to relate to them in constructive ways. The competent educator establishes and maintains good rapport. The competent educator maintains and uses records as required, and as needed to assist the growth of students. (2) The competent teacher demonstrates skills in: (a) Establishing and maintaining classroom management that is conducive to learning; (b) Using and maintaining district property, equipment, and materials appropriately; (c) Using and maintaining student records as required by district policies and procedures; (d) Using district and school business and financial procedures; and (e) Using district lawful and reasonable rules and regulations. (3) The competent administrator demonstrates: (a) Skills in managing the school, its students, staff, and programs as required by lawful and reasonable district policies, rules, and regulations, state and federal laws and regulations, and other programs as assigned, and assures that staff is informed of these requirements; and (b) Skills in planning and staff utilization. Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & ORS 342.175 - ORS 342.190 Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80; TS 7-1983, f. & ef. 12-14-83 584-020-0030 Human Relations and Communications (1) The competent educator works effectively with others -- Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students. (2) The competent teacher demonstrates: (a) Willingness to be flexible in cooperatively working with others; and (b) Skill in communicating with students, staff, parents, and other patrons. (3) The competent administrator demonstrates:


(a) Skill in helping students, staff, parents, and other patrons to learn about the school and its program; (b) Skills in communicating district and school goals to staff and public; (c) Willingness to be flexible in cooperatively working with others; and (d) Skill in reconciling conflict. Stat. Auth.: ORS 342 Stats. Implemented: ORS 342.143 & ORS 342.175 - ORS 342.190 Hist.: TS 5-1979, f. 12-19-79, ef. 1-1-80 584-020-0035 The Ethical Educator The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession. (1) The ethical educator, in fulfilling obligations to the student, will: (a) Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and family; and (b) Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues. (c) Maintain an appropriate professional student-teacher relationship by: (A) Not demonstrating or expressing professionally inappropriate interest in a student's personal life; (B) Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student; (C) Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator. (2) The ethical educator, in fulfilling obligations to the district, will: (a) Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment; (b) Conduct professional business, including grievances, through established lawful and reasonable procedures; (c) Strive for continued improvement and professional growth; (d) Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and (e) Not use the district's or school's name, property, or resources for noneducational benefit without approval of the educator's supervisor or the appointing authority. (3) The ethical educator, in fulfilling obligations to the profession, will: (a) Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty; (b) Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and (c) Respond to requests for evaluation of colleagues and keep such information confidential as appropriate.

Teacher Evaluation Handbook June 2007 - ode.state.or.us · accountability during the first three...

Documents

Transcript of Teacher Evaluation Handbook June 2007 - ode.state.or.us · accountability during the first three...