Evidence and Artifacts Module

The Use of Artifacts as
Evidence in Educator
Evaluation
Fall 2015
Outcomes
Explainthe three categories of
evidence required by the Oregon
Framework, and identify concrete
examples of each
Understand the role of artifacts in

the evaluation process
Identify a process that is efficient and

effective and reduces redundancy
2
Self –
Reflection
Summati
ve
Evaluatio Goal
n Setting
Continuous
Learning
Observation/ Observation/
Collection of Collection of
Evidence Evidence
Every educator Formative Every educator

Assessment/E and evaluator
and evaluator
gathers evidence
gathers evidence valuation
and assesses
and assesses
progress
progress
3
Activity: Identifying Evidence
Review the Student Growth and
Professional Goal Setting form for
Tom Wilson
Write down two artifacts of

evidence that could be collected to
show progress toward each goal
Share Out
4
Three Categories of Evidence
1. Measures of student learning & growth
2. Evidence relevant to professional
practice
o Observations
o Artifacts
3. Evidence relevant to professional
responsibilities
o Includes evidence collected by the
educator and shared with the evaluator
relating to progress toward professional
goals
5
What is Evidence?
Evidence is…
◦ the available body of facts or
information indicating whether a
belief or proposition is true or valid
◦ signs; indications
Can be gathered “on stage” or

“off stage”
On Stage vs. Off Stage
On Stage (Observations)

◦ What is seen – Aspects of
teaching/leadership that are directly
observable
Off Stage (Artifacts)

◦ Behind-the-scenes work that has a
significant impact on learning
Artifacts
Artifacts
should be samples that
demonstrates educator
performance and impact
◦ Aligned with educator goals, the
Oregon Model Core Teaching
Standards, Oregon Educational
Leadership/Administrator Standards,
your district’s rubric, or
school/district goals
Possible Artifacts for
Teachers
Professional Practice Multiple Measures of Professional
Related to Standards Student Learning & Responsibilities
Growth Related to Standards
• Teacher-developed • Student work • Student and staff
unit assessments (quizzes, feedback
• Lesson Plans homework, • Grade-level
presentations, meeting notes
• Notes/feedback etc.) • Parent/teacher
forms from short, communication log
frequent • Portfolios
• PLC meeting notes
observations • Performance • Documentation of
(inside/outside assessments Professional
classrooms) • Interim Learning
• Notes and assessments
feedback from • State or district
announced assessments
observations
• Email
communications
between educator 9
Possible Artifacts for
Administrators
Professional Practice Multiple Measures Professional
Related to Standards of Student Learning Responsibilities
& Growth Related to Standards
• Staff meeting • Building • Staff survey results
plans/agendas Rankings (School • Parent/Principal
• Log of observations growth, sub- communications
group growth) • PTA meeting notes
• Notes/feedback from • Self-reflection
observation meeting • Graduation Rate*
• School/District
• Notes and feedback • Discipline Data* Improvement Plan
from • National, • Professional Goal
observation/post international, Setting
observation district or school- • Master Schedule
conference wide developed • Staff Retention
• Surveys about assessments Rate
instructional • Documentation of
leadership Distributive
*Not applicable to
Leadership (shared
• Staff principals
leadership)
Communication
On Stage Activity: Fact vs.
Opinion
Examine Handout 2
Highlight factual statements
Underlineopinion statements or
statements not based on
evidence
On Stage Activity: Share Out
What are some factual
statements from the observation?
What are some opinion

statements?
How could an opinion statement

be revised into a factual
statement?
Off Stage Activity: Examining
Artifacts
Examine the artifacts submitted by
Tom
Identifythe areas of practice and

responsibility within your district
rubric you believe each artifact
supports
Off Stage Activity: Share Out
What questions or feedback
would you have?
Isthere anything else you would

want to know from Tom?
What does the Framework say?
“The educator and evaluator collect
evidence using multiple measures
regarding student learning and growth,
professional practice, professional
responsibilities, and student learning to
inform progress throughout the process of
evaluation”
Provides examples of artifacts for PP and

PR
www.ode.state.or.us/search/page/?id=3637
How much is enough?
OR
1
Setting Your District Up
for Success
Get Organized
Be Strategic
Communicate Expectations
Provide Professional Learning

1. Get Organized
Adopt a process for organizing artifacts
by Standard or Indicator and/or goals:
◦ Paper-based, email-driven, or online “cloud-
based” system
Identifykey points of contact
throughout the year to review artifacts
Assign Responsibility
◦ Educator collects and submits artifacts
throughout the evaluation cycle
◦ Evaluator organizes and analyzes artifacts
18
2. Be Strategic
The more focused the Student Learning
and Growth and Professional Goals, the
easier it is to identify and collect artifacts
Share examples of artifacts during faculty
or team meetings that provide evidence
of more than one Standard or Indicator
Identify common artifacts that all or most
educators might already be collecting
(unit assessments, parent-teacher logs,
etc.)
Number of artifacts to collect varies by
educator 19
3. Communicate Expectations
Artifacts
should be samples that
demonstrates educator
performance and impact
Evidence should be clearly tied to
educator goals, Standards, or
Indicators
Provide everyone with a clear idea
of what, how, and when to share
products of practice
20
4. Provide Professional Learning
Develop a common understanding

within the district of what quality
artifacts look like
Provide opportunities for

calibration to ensure consistency
21
Possible Processes
Artifacts reviewed through the
lens of the performance rubric vs.
“artifact tool”
Choice of artifacts left up to

educator and evaluator vs.
district required list of artifacts
Other?
Discussion and Planning
Use Handout 8 in your packet to
work with your team or other
colleagues to think about this
might work in your district
Resources
Toolkit
◦ ODE recommended rubrics artifact templates
◦ Missouri Artifact Tool
Resources from Districts
◦ David Douglas “Artifact Ideas” for Danielson
◦ Specialist Rubrics
 Salem Keizer (specialists)
 Lebanon (non-building administrators)
Additional technical assistance from ODE
Questions?
Contacts
Educator Effectiveness Team:
Tanya Frisendahl
tanya.frisendahl@state.or.us
Sarah Martin
sarah.martin@state.or.us
Sarah Phillips
sarah.phillips@state.or.us
Brian Putnam
brian.putnam@state.or.us

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The Use of Artifacts as

Understand the role of artifacts in

Identify a process that is efficient and

Every educator Formative Every educator

Write down two artifacts of

Can be gathered “on stage” or

On Stage (Observations)

Off Stage (Artifacts)

Highlight factual statements

What are some opinion

How could an opinion statement

Identifythe areas of practice and

Isthere anything else you would

Provides examples of artifacts for PP and

Provide Professional Learning

Develop a common understanding

Provide opportunities for

Choice of artifacts left up to

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