© 2013 ESD 112. All rights reserved. Putting Evidence Into Context, Trainer.

© 2013 ESD 112.All rights reserved.

Putting Evidence

Into Context<Insert Date Here>

<Insert Your Name>, Trainer

Learning Target:To have the skills, knowledge and confidence to use eVAL to support the integration of multiple measures of evidence into educator evaluation

Essential Questions:How do different types of measures and evidence fit into an evaluation cycle?

When submitting artifacts as evidence, why is it important to provide information about those artifacts to the evaluatee or evaluator?

How does the eVAL tool support multiple measures of evidence?

1

2

3

Important Principles About Evidence

1. The requirement for multiple measures of evidence over time (more than one).

2. Importance of quality over quantity

3. Based on naturally occurring documents and materials.

4. The importance of selecting artifacts that measure growth as described in your district’s adopted instructional framework.

Types of MeasuresFor Teacher Evaluations For Principal Evaluations

1. Planning documents 1. Classroom observations

2. Classroom observations 2. Parent and student surveys

3. Self-assessment & reflection 3. School climate surveys

4. Perception survey data 4. Evaluator/teacher/self reports

5. Peer evaluation

6. Portfolios

7. Student achievement data

8. Student work samples

Source: OSPI, 2013

Evaluation…from beginning to end

1. Self-assessment2. Goal-setting3. Evidence gathering4. Formative feedback5. Repeat Steps 3 & 46. Summative scoringSource:

OSPI, 2013

To Prepare for ScoringEvaluatee’s self-assessment

Goal-setting conference

Gathering of formative evidence

against the framework(shared responsibility)

Conference with formative feedback

Repeat cycle of gathering formative evidence,

conferencing and feedback

SUMMATIVE SCORING

1

2

3

4

5

FINAL

• Observations (2)• Student growth (>1)• Other artifacts that provide

evidence of criteria, using the instr or ldrshp frameworkSource: OSPI, 2013

Evidence vs. Artifacts

Evidence:Something that furnishes proofinstructional/leadership and professional practice ● student growth

Artifact:1. Something created by humans usually for a practical purpose.2. Something characteristic of, or resulting from, a particular

human institution, period, trend, or individual (evaluatee) .

Source:Merriam-Webster

Dictionary

Observationsvs.

ArtifactsObservations are appropriate for classroom or leadership-based activities, or other live professional activities.

STATE CRITERIA# CRITERIA

1 Centering instruction on high expectations for student achievement.

2 Demonstrating effective teaching practices.

3 Recognizing individual student learning needs and developing strategies to address those needs.

4 Providing clear and intentional focus on subject matter content and curriculum.

5 Fostering and managing a safe, positive learning environment.

6 Using multiple student data elements to modify instruction and improve student learning.

7 Communicating and collaborating with parents and the school community.

8 Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

Observationsvs.

ArtifactsWhen observations won’t produce the required evidence, artifacts may be used as an alternate demonstration of growth or in the state’s criteria.

STATE CRITERIA# CRITERIA

1 Centering instruction on high expectations for student achievement.

2 Demonstrating effective teaching practices.

3 Recognizing individual student learning needs and developing strategies to address those needs.

4 Providing clear and intentional focus on subject matter content and curriculum.

5 Fostering and managing a safe, positive learning environment.

6 Using multiple student data elements to modify instruction and improve student learning.

7 Communicating and collaborating with parents and the school community.

8 Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.

Multiple measures of evidence(more than one required for each area of growth identified)

Teacher communicates

frequently with families

about the instructional

program and conveys

information about

individual student

progress.

Teacher makes some

attempts to engage

families in the instructional

program.

Information to families is

conveyed in a culturally

appropriate manner.

1. Evidence of frequency: four weekly blogs with info re: instructional program.

2. Evidence of individual student progress: current grades on our district’s SIS.

3. Evidence of attempts to engage families: additional “family nights” offered.

Essential Questions:How do different types of measures and evidence fit into an evaluation cycle?

When submitting artifacts as evidence, why is it important to provide information about those artifacts to the evaluatee or evaluator?

How does the eVAL tool support multiple measures of evidence?

1

2

3