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\u0014\u0013 HYPERLINK \\l \"_Toc349735374\" \u0014Introduction\t\u0013 PAGEREF _Toc349735374 \\h \u00141\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735375\" \u0014School Philosophy\t\u0013 PAGEREF _Toc349735375 \\h \u00141\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735376\" \u0014Purpose of Evaluation System\t\u0013 PAGEREF _Toc349735376 \\h \u00141\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735376\" \u0014Background\t\u0013 PAGEREF _Toc349735376 \\h \u00141\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735379\" \u0014Overview\t2\u0015\n\u0013 HYPERLINK \\l \"_Toc349735380\" \u0014Required Elements in Teacher Evaluation and Support Systems\t2\u0015\n\u0013 HYPERLINK \\l \"_Toc349735382\" \u0014Teacher Evaluation System\t3\u0015\n\u0013 HYPERLINK \\l \"_Toc349735383\" \u0014Standards of Professional Practice\t3\u0015\n\u0013 HYPERLINK \\l \"_Toc349735384\" \u0014Differentiated Performance Levels\t4\u0015\n\u0013 HYPERLINK \\l \"_Toc349735385\" \u0014Teacher Evaluation Rubric\t5\u0015\n\u0013 HYPERLINK \\l \"_Toc349735386\" \u0014Multiple Measures\t6\u0015\n\u0013 HYPERLINK \\l \"_Toc349735387\" \u0014Professional Practice\t6\u0015\n\u0013 HYPERLINK \\l \"_Toc349735388\" \u0014Professional Responsibilities\t6\u0015\n\u0013 HYPERLINK \\l \"_Toc349735389\" \u0014Student Learning and Growth\t\u0013 PAGEREF _Toc349735389 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735390\" \u0014Evaluation and Professional Growth Cycle\t14\u0015\n\u0013 HYPERLINK \\l \"_Toc349735387\" \u0014Oregon Matrix and Summative Evaluations\t15\u0015\n\u0013 HYPERLINK \\l \"_Toc349735391\" \u0014Aligned Professional Learning\t\u0013 PAGEREF _Toc349735391 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc349735402\" \u0014Appendix A: SLG Goal Components\t20\u0015\n\u0015\nIntroduction\nSchool Philosophy\nPurpose of Evaluation System\nBackground\nContext for evaluation system, suggestions include:\nDevelopment process\nCommittee Members\nHow it relates to previous system\nOverview\nAdd any narrative about the specifics of evaluation system\nRequired Elements in Teacher Evaluation and Support Systems\nStandards of Professional Practice. The state adopted Model Core Teaching Standards define what teachers should know and be able to do to ensure that every student is ready for college, careers and engaged citizenship in today’s world.\nDifferentiated (4) Performance Levels. Teacher performance on the standards of professional practice are measured on four performance levels. ODE will provide districts approved research-based rubrics aligned to the state adopted standards.\nMultiple Measures. Multiple sources of data are used to measure teacher performance on the standards of professional practice. Evaluators look at evidence from three categories: professional practice, professional responsibilities, and student learning and growth.\nEvaluation and Professional Growth Cycle. Teachers are evaluated on a regular cycle of continuous improvement that includes self -reflection, goal setting, observations, formative assessment and summative evaluation.\nAligned Professional Learning. Relevant professional learning opportunities to improve professional practice and impact on student learning are aligned to the teacher’s evaluation and his/her need for professional growth.\nTeacher Evaluation System\nStandards of Professional Practice\nInsert information, may include:\nBoard policy\nThe standards\nAdditional information\nPotential language excerpted from \u0013 HYPERLINK \"https://www.oregon.gov/ode/educator-resources/educator_effectiveness/Documents/oregon-framework--for-eval-and-support-systems.pdf\" \u0014The Oregon Framework for Teacher and Administrator Evaluation and Support Systems\u0015\nThe Oregon Model Core Teaching Standards outline what teachers should know and be able to do to help all students improve, grow and learn. The standards outline the common principles and foundations of teaching practice necessary to improve student learning that encompass all subject areas and grade levels.\nOregon legislation (SB 290) called for the adoption of teaching and administrator standards to be included in all evaluations of teachers and administrators in the school district. The State Board of Education adopted the Model Core Teaching Standards (581-022-1724) and Educational Leadership/Administrator Standards (58","cbCaigsyusRIQKI1","https://ap.wps.com/l/cbCaigsyusRIQKI1","docx",69297,25,"English","# Introduction\n## School Philosophy\n## Purpose of Evaluation System\n## Background\n## Overview\n## Required Elements in Teacher Evaluation and Support Systems\n## Teacher Evaluation System\n## Standards of Professional Practice\n## Differentiated Performance Levels\n## Teacher Evaluation Rubric\n## Multiple Measures\n## Evaluation and Professional Growth Cycle\n## Aligned Professional Learning\n## Appendix A: SLG Goal Components","[{\"question\":\"What is the purpose of the teacher evaluation system in this template?\",\"answer\":\"It establishes a structured approach to evaluating teacher performance and supporting continuous improvement, connecting evaluation outcomes to goal setting, professional learning, and student growth.\"},{\"question\":\"Which standards are used to measure teacher performance?\",\"answer\":\"Teacher performance is assessed against standards of professional practice, aligned to state-adopted Model Core Teaching Standards and related educator standards.\"},{\"question\":\"How are teacher evaluations conducted according to the cycle described?\",\"answer\":\"The cycle includes continuous improvement elements such as self-reflection, goal setting, observations, formative assessment, and summative evaluation, followed by aligned professional learning.\"}]","Some School Teacher Evaluation Support System - Introduction | DOCX",9]