Current through Register Vol. 63, No. 9, September 1, 2024
(1) A school district board shall include the
core teaching standards and administrator standards adopted by the State Board
for all evaluations of teachers and administrators of the school district
occurring on or after July 1, 2013. The standards shall be customized based on
the collaborative efforts of the teachers and administrators of the school
district and the exclusive bargaining representative of the employees of the
school district.
(2) The core
teaching standards and administrator standards must:
(a) Take into consideration multiple measures
of teacher and administrator effectiveness that encompass a range of
appropriate teaching and administrative behaviors that use multiple evaluation
methods that use multiple measures to evaluate teacher and administrator
performance which may include, but are not limited to:
(A) Student performance;
(B) Student assessments;
(C) Classroom-based assessments including
observations, lesson plans and assignments;
(D) Portfolios of evidence;
(E) Supervisor reports; and
(F) Self-reflections and
assessments.
(b) Take
into consideration evidence of student academic growth and learning based on
multiple measures of student progress, including performance data of students,
schools, and school districts;
(c)
Be research-based;
(d) Be
separately developed for teachers and administrators; and
(e) Be customized for each school district,
which may include individualized weighting and application of
standards.
(3)
Evaluations using the core teaching and administrator standards must attempt
to:
(a) Strengthen the knowledge, skills,
disposition and classroom and administrative practices of teachers and
administrators in public schools;
(b) Refine the support, assistance and
professional growth opportunities offered to a teacher or an administrator,
based on the individual needs of the teacher and administrator and the needs of
the students, the school and the school district;
(c) Allow each teacher or administrator to
establish a set of classroom or administrative practices and student learning
objectives that are based on the individual circumstances of the teacher or
administrator, including the classroom or other assignments of the teacher or
administrator;
(d) Establish a
formative growth process for each teacher and administrator that supports
professional learning and collaboration with other teachers and administrators;
and
(e) Use evaluation methods and
professional development, support and other activities that are based on
curricular standards and that are targeted to the needs of each teacher and
administrator.
(4) Local
evaluation and support systems established by school districts for teachers and
administrators must be:
(a) Designed with
four performance level ratings of effectiveness as defined in the Oregon
Framework for Teacher and Administrator Evaluation and Support
Systems;
(b) Based on significant
consideration of student learning which may include but is not limited to:
(A) School-wide academic growth, as
determined by the statewide assessment system implemented by the Department of
Education under ORS 329.485;
(B) Formative and summative assessments;
and
(C) For teachers,
classroom-level student learning goals set collaboratively between teachers and
evaluators.
(5) Local evaluation and support systems
established by school districts must evaluate teachers and administrators on a
regular cycle.
(6) District
superintendents shall regularly report to their governing boards on
implementation of their local evaluation and support systems and educator
effectiveness.
Stat. Auth: ORS
342.805 -
342.937
Stats. Implemented: 2011 OL Ch. 729 Sec. 2 (Enrolled SB
290)
