• HOOD RIVER COUNTY SCHOOL DISTRICT SB 290

     TEACHER AND ADMINISTRATOR EVALUATION AND SUPPORT SYSTEMS

     

    During the 2011 legislative session, several bills were enacted requiring new evaluation and support systems that are consistent with the Elementary and Secondary Act (ESEA) waiver request by the Oregon Department of Education.  All Oregon school districts were required to implement new evaluation and support systems for teachers and administrators beginning in the 2013-14 school year.  HRCSD formed a committee, made up of teachers and administrators, to develop these new systems and present them to the School Board for adoption.  The committee also developed a plan to implement these new systems.  This document is meant to provide a brief summary of the evaluation systems as well as links to documents and resources for anyone wanting additional information.

    I.  Standards for Teachers

    The state has adopted the Model Core Teaching Standards (InTASC) which can be found at (http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/or-model-core-teaching-standards.pdf).  They include four major areas:  The Learner and Learning; Content; Instructional Practice; and Professional Responsibility. 

    II.  Rubric

    The HRCSD Evaluation Committee recommended the 2013 Danielson Framework for Teaching.  This rubric has four domains, with each standard having 4 performance levels:  Distinguished, Proficient, Basic, Unsatisfactory.  

    III.  Evaluation Cycle

    • Probationary and temporary teachers - annual summative evaluation cycle (see definition under prof. growth conference)
    • Contract teachers are on an every two year summative evaluation cycle (see definition under prof. growth conference)
    • Self-Assessment by Educator and Employee Assessment by Administrator prior to Initial Growth Conference (Sept.)
    • Initial Professional Growth Conference (Sept./Oct.)
    • Every teacher in fall goes through a goal setting process with their administrator. (see goal section below for details)
    • Observations (Nov. – Jan.)
      • 2 in fall for 2 year cycle
      • 4 by February for 1 year cycle
      • Minimum 10 minutes
      • Minimum 1 observation = face to face conference afterward
      • Minimum 1 observation = written feedback
    • Interim Professional Growth Conference (Jan. – 2 year cycle; Feb. - 1 year cycle)
    • Observations (Jan – May) for 2 year cycle
      • 2 in spring for 2 year cycle
      • Minimum 10 minutes
      • Minimum 1 observation = face to face conference afterward
      • Minimum 1 observation = written feedback
    • Professional Growth Conference (Feb. or May)
    • Summative evaluation year (temporary/probationary or year 2 for contract)
      • Discuss and review progress on professional and student growth goals
      • Provide multiple measures of evidence regarding progress on all goals
      • Evaluate on 4 domains of the rubric
      • Given a final summative evaluation score based upon an evaluative summative format
    • Non-summative evaluation year
    • Discuss and review progress on achieving goals  

    IV.  Goals

    • Each teacher sets 3 goals every year (2 student growth goals, 1 professional growth goal)
    • Student growth goals should be in SMART goal format, they are around growth, not achievement.
    • 3 types of categories of goals
      • Category 1 – state or national standardized tests
      • Category 2 – common national, international, regional, district developed measures
      • Category 3 – classroom based or school-wide measures
    • Teachers who teach in tested subjects and grades develop their student growth goals using the following category of tests
      • Category 1 and
      • Choose from category 2 or 3
    • Teachers who do not teach in tested subjects develop their student growth goals using the following category of tests
      • Choose between which category to use for each goal 

    V.  Forms

    • Evaluation Cycle Form
    • Student Growth Goal Worksheet
    • Student Growth & Professional Goal Setting Form
    • Initial Professional Growth Conference Checklist 

    VI.  How Do Student Test Scores Get Factored Into My Evaluation?

    In general, a teacher's summative evaluation will include evidence of student growth based upon two student growth goals set by the teacher at the beginning of the year.  Teachers who teach in tested subjects and grades will use state assessments as one measure of student growth and select another assessment for the second student growth goal.  Teachers who do not teach in tested subjects or grades will select two assessments that can be classroom-based, school-wide, district-wide or a national or regional assessment.

    VII.  What Types of Evidence Will Teachers Be Able to Provide to Show How They Are Meeting the Standards?

    Teachers are allowed to bring a body of evidence or "Multiple Measures" to inform the educator's evaluation.  Multiple measures must be provided from three components:  Professional Practice, Professional Responsibilities, and Student Learning and Growth.  Professional practice measures the quality of a teacher's planning, delivery of instruction, and assessment of student learning.  Professional responsibilities measure the teacher's progress towards his or her own professional goals and contribution to school-wide goals.  Student learning and growth are measured with quantitative measures of the teacher's impact on a set of students as measured by multiple sources of student data over time.  Examples of evidence are:  evaluator's formal and informal observations, documentation and feedback on teacher's professional practices, professional growth plan, setting student growth goals, teacher reflections, self-reports, records of contributions, peer collaboration, teamwork, parent/student surveys, meetings, portfolios, results from state, national, regional, district, or school-developed tests or assessments.