The Process to Test and Refine Frameworks for Educator Evaluation in Oregon has begun
Teacher Evaluation in Oregon
The Oregon Framework for Teacher and Administrator Evaluation and Support Systems incorporates state legislation (Senate Bill 290), rules adopted by the Oregon State Board, and federal waiver requirements. In June 2012, the State Board of Education endorsed the Oregon Framework for Teacher and Administrator Evaluation and Support Systems.
The purpose of the Oregon framework was developed to provide guidance for implementation of state and federal requirements as districts develop or align their local evaluation and support systems. The framework provides state criteria that ensure local evaluation systems are rigorous and designed to support professional growth, accountability, and student learning and growth.
Districts will align their systems to the following elements but have flexibility in their local design and implementation. These elements establish the parameters for all local evaluation and support systems:
- Standards of Professional Practice. The state-adopted model defines what teachers and administrators should know and do to ensure that every student is ready for college, careers, and engaged citizenship in today’s world.
- Differentiated Performance Levels. Teacher and administrator performance on the standards of professional practice will be measured on four performance levels. The Oregon Department of Education will provide districts approved research-based rubrics aligned to the state adopted standards.
- Multiple Measures. Multiple sources of data will be used to measure teacher and administrator performance on the standards of professional practice. Evaluators look at evidence from three categories: professional practice, professional responsibilities, and student learning and growth.
- Evaluation and Professional Growth Cycle. Teachers and administrators will be evaluated on a regular cycle of continuous improvement that includes self-reflection, goal setting, observations, formative assessment, and summative evaluation.
- Aligned Professional Learning. Relevant professional learning opportunities to improve professional practice and impact on student learning are aligned to the educator’s evaluation and his or her need for growth.
With this focus on the growth of the educator, it has become crucial to transform teacher evaluation from an exercise in compliance to an effective engine of growth. The Marzano Teacher Evaluation Model meets or exceeds Oregon state requirements. The model focuses on teaching strategies identified by research to both increase educator professional development and student learning gains. The model provides effective and specific feedback to teachers, helping to improve their professional practice to directly affect student achievement. These are the reasons hundreds of school districts in all 50 states have implemented the Marzano Teacher Evaluation Model.
Resources and Events
- White paper: Overview of the Marzano Teacher Evaluation Model for your State – PDF
- Read the new independent study comparing Marzano Teacher Evaluation Model with another leading model.
- Read Dr. Marzano’s latest thoughts on the two purposes of teacher evaluation.
- Webinars – View schedule
- Implementation and Redevelopment Services- click here for more information
- Video of Dr. Marzano on the role of research in selecting a teacher evaluation model â€“ Play the video
- Research Reports for the Marzano Teacher Evaluation Model. These reports document statistical analyses undertaken for the Marzano Teacher Evaluation Model, along with a discussions of potential implications for classroom teachers and school administrators.
- Annual Marzano Conference: â€œBuilding Expertiseâ€: Three full days of immersion in best practices and implementation. Learn More.
- An overview of the four domains of the Marzano Causal Teacher Evaluation Model – Dr. Marzano’s four domains