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Years 1 and 3 of the Evaluation Cycle: The Summative Evaluation

Contract licensed faculty are evaluated every other year, beginning in Year 1 (the first year in Contract status). The purpose of the Summative Evaluation (see Section VIII) is to assess the licensed faculty member‘s skills relative to 4J’s performance standards and indicators of effective teaching. Early in the school year, the licensed faculty member meets with the principal/administrator to develop evaluation goals, including plans for Student Learning and Growth Objectives (SLGO) and for Professional Practice Growth, and to schedule a minimum of one (1) formal classroom observation and the Pre- and Post-Observation Conferences. The principal/administrator also conducts a minimum of three (3) informal observations throughout the year and one (1) Mid-Year Conference on the SLGO and Professional Practice Growth Plans. In addition, the licensed faculty member completes a Self-Assessment early in the school year (see Section VIII).

Contract Year 1: The Summative Evaluation is based upon a combination of multiple measures and shall include: 1) evidence of professional practice, 2) evidence of student learning and growth, and 3) evidence of professional responsibilities. The overall rating will also include data and other information that have been documented and shared with the licensed faculty member. Sources of this information include:

  • A minimum of one (1) formal plus a minimum of three (3) informal classroom observations
  • Student Learning and Growth Objectives Plan, including documentation of student performance and growth—which accounts for at least 10% of the overall rating
  • As required by the Oregon Department of Education (ODE), licensed faculty who are responsible for students’ learning in English/Language Arts and/or Mathematics in grades 3-8 and grade 11 must include the statewide assessment instrument as one of their measures AND other evidence of student learning from classroom, school, District, or national measures.
  • Licensed faculty responsible for areas in which state assessments are not required must include reliable measures of student learning, growth and proficiency (e.g., formative assessments, end-of-course tests, performance-based assessments, collections or portfolios of student work).
  • Written work by the licensed faculty member
  • Observation of the licensed faculty member’s work with students, parents, and other licensed staff
  • Licensed faculty member’s input regarding the Self-Assessment (see Section VIII)
  • A record of faculty and school activities
  • Information provided by faculty (e.g., lesson plans, curriculum design, scope and sequence, student assessments, student work)
  • Results of the Student Survey (see Section VIII)
  • Information gathered from licensed faculty member-principal/administrator conferences
  • Evidence of licensed faculty’s progress toward their own professional goals and contributions to school-wide and District and Board goals (e.g., demonstration classroom, building-level leadership, promoting and participating in an adult learning school community)
  • Any other commendations or concerns that have been documented and shared with the licensed faculty member

In accordance with the Oregon Framework, all contract teachers are evaluated holistically on the basis of student learning and growth, professional practice, and professional responsibilities. The Contract Year 1 licensed faculty member receives a rating of Model, Effective, Developing, or Ineffective based on these factors, including information gathered through classroom observations.

Contract Year 3: The Summative Evaluation process for Contract Year 3 parallels that of Contract Year 1 except that Year 3 places greater emphasis on the self-directed professional growth of the licensed faculty member. Thus, Contract Year 3 incorporates a form called Summative Evaluation—Professional Practice (see Section VIII). In this component, the licensed faculty member works with the principal/administrator during the September SLGO conference to identify a specific professional practice for improvement. This practice may be related to:

  • Professional culture (collaboration and leadership in building an adult professional practice)
  • Student learning and assessment (e.g., instrucitonal technique, classroom assessment tool)
  • A district improvement goal
  • Other area that is mutually determined as appropriate and that is drawn from 4J’s Standards for Effective Teaching or from The Skillful Teacher: Building Your Teaching Skills by Saphier, J., Haley-Speca, M.A., & Gower, R. 2008 (6th Edition). Research for Better Teaching: Acton, MA.

At the end of the school year, as part of the Summative Evaluation—Professional Practice, the licensed faculty member writes a reflective narrative report based on claim, evidence and impact relative to the chosen facet of professional practice. The narrative must include specific data and should focus on outcomes. It encompasses the work undertaken and the results attained relative to the Student SMART Goals for learning and growth and the Professional Practice Growth Goals, all of which were established at the beginning of the school year. The report also discusses the unique Professional Growth SMART Goals or Team/Group SMART Goals that were established at the beginning of the school year through a conversation between the licensed faculty member and the principal/administrator. The report reflects upon the professional learning activities undertaken by the faculty member, any challenges that arose and how they were addressed, and the impact that the faculty member believes those professional learning activities will have upon future work with students, colleagues, and families.

In accordance with the Oregon Framework, all contract teachers are evaluated holistically on the basis of student learning and growth, professional practice, and professional responsibilities. The Contract Year 3 licensed faculty member receives a rating of Model, Effective, Developing, or Ineffective based on these factors, including information gathered through classroom observations and the claim, evidence and impact presented in the Summative Evaluation—Professional Practice narrative.