OAR 581-022-2410: Teacher and Administrator Evaluation and Support

(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 September 30, 2027. 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 and be separately developed for teachers and administrators. (2) Local evaluation and support systems established by school districts for teachers and administrators must be designed to meet or exceed the requirements defined in the Oregon Framework for Teacher and Administrator Evaluation and Support Systems, including: (a) Four performance level ratings of effectiveness; (b) For teachers, classroom-level student learning and growth goals set collaboratively between teachers and evaluators. (c) Consideration of multiple measures of teacher and administrator practice and responsibility which may include, but are not limited to: (A) Classroom-based assessments including observations, lesson plans and assignments; (B) Portfolios of evidence; (C) Supervisor reports; and (D) Self-reflections and assessments. (d) Consideration of evidence of student academic growth and learning based on multiple measures of student progress, including performance data of students, schools, and school districts that is both formative and summative. Evidence may also include other indicators of student success; (e) A summative evaluation method for considering multiple measures of professional practice, professional responsibilities and student learning and growth to determine the educator’s professional growth path. (f) Customization 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; and (f) Address ways to help all educators strengthen their culturally responsive practices. (4) Local evaluation and support systems established by school districts must evaluate teachers and administrators on a regular cycle. (5) District superintendents shall regularly report to their governing boards on implementation of their local evaluation and support systems and educator effectiveness.