Educators Handbook for Professional Growth and Evaluation

As a district and an association, Portland Public Schools is committed to providing Portland Public Schools students with the best educators handbook program possible. This handbook outlines a new Professional Growth and Evaluation plan that supports educators handbook professional development by establishing standards of professional practice and meaningful measures of teacher effectiveness. The new framework clarifies standards for quality instruction in the classroom, resulting in continuous learning and growth for every student. Evaluations should improve educators’ professional knowledge and practices in order to improve student learning and growth. The evaluation must be based on the consistent, fair application of common standards, a cooperative spirit, open communication, and joint responsibility. The plan should address multiple measures of teaching effectiveness and establish a growth process for each educators handbook, supported by professional learning and collaboration with other educators.

Description of Evaluation System and Educators Handbook:

The educators handbook for Professional Growth and Evaluation (“Handbook”) describes the evaluation process intended to promote professional growth, provide feedback, and guide improvement. In this Handbook, there is a reference to “Educators” referring to licensed professional staff represented by the Portland Association of Teachers in a bargaining unit. An evaluator must be a licensed administrator. No member of the bargaining unit shall be responsible for evaluating another member. These steps are intended to describe the typical cycle of professional growth and evaluation for all contract, probationary, and temporary educators. This evaluation process offers two options to encourage self-directed professional development.

Framework For Evaluating PPS:

This district uses Charlotte Danielson’s “Framework for Teaching” as its evaluation framework. The framework recognizes the complexity of high-quality teaching. Empirical studies and research have documented aspects of an educator’s responsibilities that contribute to improved student learning. As a result, a common understanding of teaching and a common language for professional discussions about teaching are established. Oregon adopted the Interstate Teacher Assessment and Support Consortium Standards (InTASC) as the core teaching standards required by Senate Bill 290 (ORS 342.856). The Danielson Framework for Teaching aligns with the InTASC standards. Across all subjects, areas, and grade levels, the core teaching standards explain the common principles and foundations necessary to improve student learning and growth.

Performance Ratings For PPS Include:

Appendix A of the evaluation framework covers four domains of professional practice. There are components comprised of elements and a rubric for determining performance within each domain. Refer to Appendix B for more details. Evidence must be gathered before determining performance ratings. Not every element of a teacher’s performance should be evaluated. The evaluator must collect evidence to support his or her rating of an educator for any element or component. The evidence must be included in the written evaluation. As a professional educator, you are not expected to obtain the “distinguished” rating frequently or consistently, but it is possible to obtain it occasionally in one or more components or elements. Achieving this rating on a regular basis or consistently would be extremely rare. “Distinguished-level performance is a good place to visit, but don’t expect to live there. Educators handbook lack of participation in any activity beyond contractual obligations (e.g., Outdoor School) shall not be considered during the evaluation process or noted in the evaluation. The components outlined below will be considered when rating prospective teachers.

Assignments To Non-Classroom Educators Handbook:

The observation forms and rubric for an educators handbook evaluation will not apply if the majority of an educator’s activities are outside the classroom. Direct Supervision Evaluation Plan. Evaluation forms and rubrics for non-classroom assignments are being developed. Until they are finalized, the Non-Classroom Certificated Personnel Evaluation Form that has been traditionally used in the district will be used. The Non-Classroom Counselor Evaluation Form and the Non-Classroom Library/Media Specialist Evaluation Form will be used until updated forms are available for these employee classifications.

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