Multiple Measures

Multiple Measures

The Oregon City Professional Growth and Evaluation Plan includes the process to include evidence based multiple measures to evaluate teacher effectiveness. The multiple measures are based on the InTASC standards. The InTASC standards have been adopted by the Oregon City School District Board of Directors.

The multiple measures refer to tools, instruments, protocols, assessments, and processes to collect evidence on performance and assessment. These measures must support each of the following three categories of the Oregon City Professional Growth and Evaluation Plan:

1. Professional Practice
2. Professional Responsibilities
3. Student Learning and Growth

All teachers will be evaluated using at least two measures for each of the three components in combination with one another. Administrators will use evidence from all three areas and components to holistically rate performance.

Professional Practice
Classroom Observations of Instructional Practice:
Evaluator’s observations, and feedback on teacher’s professional practices; both formal and informal observations. / Examination of Artifacts
Examples will include lesson plans, curriculum design, scope and sequence, student’s assignments and student work.
Professional Responsibilities
Examples will include professional growth plan, setting student growth goals, teacher reflections, self-reports, records of contributions, peer collaboration, teamwork, parent/student surveys, meetings, portfolios.
Student Learning and Growth
Tested Subjects will use OAKS data as one measure of student learning and growth.
Other student growth data can include:

• Easy CBM
• DIBELS
• ELPA
• Smarter Balanced (when adopted)

/ Non-tested subjects and grades will use a variety of the following that are appropriate to the curriculum:

• State or national standardized tests (AP, NOCTI, etc.)
• Common national, regional or district developed measures
• Classroom-based or School-wide measures
• Locally developed and state approved Technical skills assessments (CTE programs)

The Oregon City Framework (Danielson 2011) has four domains with 22 standards. These standards support the Professional Practice and Professional Responsibilities.

The Student Learning and Growth Goals and Professional Growth process supports the Student Learning and Growth.

Professional Practice:

Domain 1: Planning and Practice

Domain 2: Classroom Environment

Domain 3: Instruction

Domain 5: Specialists

Evidence will support the quality of the teachers’ planning, delivery of instruction and assessment of student learning. Documentation will include Classroom observations, mini-observations, and artifacts to include lesson plans, curriculum design, student assignments and student work. Artifacts and observation summaries are maintained in the handbook in the appendix in the appropriate sections.

Specific Oregon City examples based on Danielson are included in the appendix.

Professional Responsibilities:

Domain 4: Professional Responsibilities

Domain 5: Specialists

Evidence will support teacher’s progress toward their professional goals and contribution to school wide goals. Documentation will include teacher reflections, self reports, data analysis, professional goal setting, student growth goal setting, records of contribution, peer collaboration, teamwork, parent/teacher surveys, meetings, PLC’s, portfolios, building and district level leadership activities.

Specific Oregon City examples based on Danielson are included in the appendix.

Student Learning and Growth:

Teachers will establish at least two student learning goals and identify strategies and measures that will be used to determine goal attainment (see table below). They also specify what evidence will be provided to document progress on each goal:

A) Teachers who are responsible for student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as one measure (Category 1) and will also select one or more additional measures from Category 2 or 3 that provide additional evidence of students’ growth and proficiency/mastery of the standards, and evidence of deeper learning and 21st century skills.

B) Teachers in non-tested (state test) subjects and grades will use measures that are valid representations of student learning standards from at least two of the following three categories, based on what is most appropriate for the curriculum and students they teach.

Table 2. Types of Measures for Student Learning and Growth for Teacher Evaluations

Oregon City School DistrictJune, 2013