Oregon Framework for teacher and administrator evaluation and support systems
September 9, 2016
Recognizing the importance of teacher and leader effectiveness for improving learning and achievement for all students, Oregon has developed the Oregon Framework for Teacher and Administrator Evaluation and Support Systems (Oregon Framework) to assist local education agencies in developing and implementing evaluation systems that produce effective and equitable outcomes for all students.
Guidance for Educator Evaluations for 2016-17
The Oregon Department of Education (ODE) worked with the ESSA Educator Effectiveness Work Group following the passage of ESSA and the expiration of Oregon’s Elementary and Secondary Education Act (ESEA) Waiver, August 1, 2016. The current update from this work and published by the ODE is here.
Five required elements
- The framework outlines the following five requirements for all local evaluation and support systems:
- Sets standards of professional practice. The state-adopted Model Core Teaching Standards (683k ) and Educational Leadership/Administrator Standards (811k ) define what teachers and administrators should know and be able to do to ensure that every student is ready for college, careers and engaged citizenship in today’s world.
- Designates four performance ratings. Teacher and administrator performance on the standards of professional practice are measured on the following four performance levels:
- Level 1 - Does not meet standards;
- Level 2 - Making sufficient progress on this standard;
- Level 3 - Meets expectations and continues to improve;
- Level 4 - Exceeds expectations.
- Uses multiple data sources - Evaluators look at evidence from three categories: professional practice, professional responsibilities, and student learning and growth.
- Uses a cycle of continuous evaluation and professional growth - Focused on improving effectiveness, the evaluation and support system must include the following critical steps:
- Self -reflection;
- Goal setting (student growth goals and professional goals);
- Formative and summative assessments;
- Summative evaluation (after multiple measurements, the educator's performance is assessed against the standards and goals).
- Aligns professional learning - Relevant professional learning opportunities to improve professional practice and impact on student learning are aligned to the teacher’s or administrator’s evaluation and his/her need for professional growth.
- Public Charter Schools, HB 2186 (2015) - Now requires Oregon's public charter schools to develop and implement evaluation systems to align with the Oregon Framework.
Collective bargaining impacts
Resources summarizing the Oregon Framework
Professional practices standards
- Model Core Teaching Standards (683k ) - Outlines the common principles and foundations of teaching practice developed by the Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC).
- Educational Leadership/Administrator Standards (812k ) - An ISLLC-Based Guide to Implementing Leader Standards and a Companion Guide to the Educational Leadership Policy Standards: ISLLC 2008 developed by Council of Chief State School Officers (CCSSO).
- Interstate School Leaders Licensure Consortium (ISLLC) Standards developed by the Council of Chief State School Officers in collaboration with the National Policy Board on Educational Administration (NPBEA) to help strengthen preparation programs in school leadership.
The laws and regulations
- Senate Bill 290 (23k ) passed by the 2011 Oregon Legislature - Requires the State Board of Education to adopt core teaching standards and administrators standards that improve student academic growth.
- House Bill 3474 (36k ) passed by the 2011 Oregon Legislature - Implements recommendations for teacher and administrator professional development and directs the preparation of a uniform set of performance evaluation methods for teachers.
- Senate Bill 252 (21k ) passed by the 2011 Oregon Legislature - Provides funding for eligible school districts to improve student learning and supports piloting the development of local evaluation systems following the state guidelines during the 2012-13 school year (district collaboration grant).
- OAR 581-022-1723, OAR 581-022-1724, OAR 581-022-1725 - Specifies the criteria for the teacher and administrator evaluation support systems, teacher standards and administrator standards.
- House Bill 2186 ( ) passed by the 2015 Oregon Legislature - Requires public charter schools to also follow Senate Bill 290 (2011).
- Oregon's ESEA flexibility request (NCLB waiver) (10.45mb ) - The full 317-page flexibility request submitted by Oregon to the U.S. Department of Education.
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