artifacts 101: the role of artifacts in educator support and evaluation spring 2015 webinar
TRANSCRIPT
Artifacts 101: The Role of Artifacts in Educator Support and EvaluationSpring 2015 Webinar
OutcomesExplain the three categories of
evidence required by the Oregon Framework, and identify concrete examples of each
Understand the role of artifacts in the evaluation process
Identify a process that is efficient and effective and reduces redundancy
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Every educator and evaluator
gathers evidence and assesses
progress
Self –Reflection
Observation/Collection of
Evidence
Goal Setting
Observation/Collection of
Evidence
Formative Assessment/E
valuation
Summative
Evaluation
Continuous Learning
Every educator and evaluator
gathers evidence and assesses
progress
Three Types of Evidence1. Multiple measures of student
learning & growth2. Evidence relevant to professional
practiceo Observationso Artifacts
3. Evidence relevant to professional responsibilitieso Includes evidence collected by the
educator and shared with the evaluator relating to progress toward professional goals
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What is Evidence?the available body of facts or
information indicating whether a belief or proposition is true or valid
signs; indications
Can be gathered “on stage” or “off stage”
On Stage vs. Off Stage
On Stage (Observations) ◦What is seen – Aspects of
teaching/leadership that are directly observable
Off Stage (Artifacts)◦Behind-the-scenes work that has a
significant impact on learning
ArtifactsArtifacts should be samples that
demonstrates educator performance and impact◦ Aligned with educator goals, the
Oregon Model Core Teaching Standards, Oregon Educational Leadership/Administrator Standards, your district’s rubric, or school/district goals
Possible Artifacts for Teachers
Professional Practice Related to Standards
Multiple Measures of Student Learning & Growth
Professional Responsibilities Related to Standards
• Teacher-developed unit assessments
• Lesson Plans
• Notes/feedback forms from short, frequent observations (inside/outside classrooms)
• Notes and feedback from announced observations
• Email communications between educator and evaluator tied to practice
• Student work (quizzes, homework, presentations, etc.)
• Portfolios
• Performance assessments
• Interim assessments
• State or district assessments
• Student and staff feedback
• Grade-level meeting notes
• Parent/teacher communication log
• PLC meeting notes• Documentation of
Professional Learning
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Possible Artifacts for AdministratorsProfessional Practice Related to Standards
Multiple Measures of Student Learning & Growth
Professional Responsibilities Related to Standards
• Staff meeting plans/agendas
• Log of observations
• Notes/feedback from observation meeting
• Notes and feedback from observation/post observation conference
• Surveys about instructional leadership
• Staff Communication
• Teacher Professional Development
• Building Rankings (School growth, sub-group growth)
• Graduation Rate*
• Discipline Data*
• National, international, district or school-wide developed assessments
*Not applicable to principals
• Staff survey results• Parent/Principal
communications• PTA meeting notes• Self-reflection• School/District
Improvement Plan• Professional Goal
Setting• Master Schedule• Staff Retention
Rate• Documentation of
Distributive Leadership (shared leadership)
What does the Framework say?
“The educator and evaluator collect evidence using multiple measures regarding student learning and growth, professional practice, professional responsibilities, and student learning to inform progress throughout the process of evaluation”
Provides examples of artifacts for PP and PR
www.ode.state.or.us/search/page/?id=3637
Setting Your District Up for Success
Get Organized
Be Strategic
Communicate Expectations
1. Get OrganizedAdopt a process for organizing artifacts
by Standard or Indicator and/or goals:◦ Paper-based, email-driven, or online “cloud-
based” systemIdentify key points of contact
throughout the year to review artifactsAssign Responsibility
◦ Educator collects and submits artifacts throughout the evaluation cycle
◦ Evaluator organizes and analyzes artifacts
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2. Be Strategic
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The more focused the Student Learning and Growth and Professional Goals, the easier it is to identify and collect artifacts.
Share examples of artifacts during faculty or team meetings that provide evidence of more than one Standard or Indicator.
Identify common artifacts that all or most educators might already be collecting (unit assessments, parent-teacher logs, etc.).
Number of artifacts to collect varies by educator
3. Communicate Expectations
Artifacts should be samples that demonstrates educator performance and impact
Evidence should be clearly tied to educator goals, Standards, or Indicators
Provide everyone with a clear idea of what, how, and when to share products of practice
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Possible ProcessesArtifacts reviewed through the
lens of the performance rubric vs. “artifact tool”
Choice of artifacts left up to educator and evaluator vs. district required list of artifacts
Other?
ResourcesToolkit www.ode.state.or.us/search/page/?id=3759
◦ODE recommended rubrics artifact templates◦Missouri Artifact Tool
Resources from Districtswww.ode.state.or.us/search/page/?id=3853
◦David Douglas “Artifact Ideas” for Danielson◦Specialist Rubrics
Salem Keizer (specialists) Lebanon (non-building administrators)
Additional technical assistance from ODE
Questions?
Contacts
Educator Effectiveness Team:Tanya Frisendahl
[email protected] Sarah Martin
[email protected] Sarah Phillips
[email protected] Brian Putnam