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 July 1, 2013. 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 administratorpractice and responsibilitywhich 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 alsoinclude 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.

Source: Rule 581-022-2410 — Teacher and Administrator Evaluation and Support, https://secure.­sos.­state.­or.­us/oard/view.­action?ruleNumber=581-022-2410.

581–022–0102
Definitions 581–022–0103
State Standards for the 2019-20 School Year 581–022–0104
State Standards for the 2020-21 School Year 581–022–2000
Diploma Requirements 581–022–2005
Veterans Diploma 581–022–2010
Modified Diploma 581–022–2015
Extended Diploma 581–022–2020
Alternative Certificate 581–022–2025
Credit Options 581–022–2030
District Curriculum 581–022–2045
Prevention Education in Drugs and Alcohol 581–022–2050
Human Sexuality Education 581–022–2055
Career Education 581–022–2060
Comprehensive School Counseling 581–022–2100
Administration of State Assessments 581–022–2110
Exception of Students with Disabilities from State Assessments 581–022–2115
Assessment of Essential Skills 581–022–2120
Essential Skill Assessments for English Language Learners 581–022–2130
Kindergarten Assessment 581–022–2205
Policies on Reporting of Child Abuse 581–022–2210
Anabolic Steroids and Performance Enhancing Substances 581–022–2215
Safety of School Sports – Concussions 581–022–2220
Health Services 581–022–2223
Healthy and Safe Schools Plan 581–022–2225
Emergency Plans and Safety Programs 581–022–2230
Asbestos Management Plans 581–022–2250
District Improvement Plan 581–022–2255
School and District Performance Report Criteria 581–022–2260
Records and Reports 581–022–2263
Physical Education Requirements 581–022–2265
Report on PE Data 581–022–2267
Annual Report on use of Restraint and Seclusion 581–022–2270
Individual Student Assessment, Recordkeeping and Reporting 581–022–2300
Standardization 581–022–2305
District Assurances of Compliance with Public School Standards 581–022–2310
Equal Education Opportunities 581–022–2312
Every Student Belongs 581–022–2315
Special Education for Children with Disabilities 581–022–2320
Required Instructional Time 581–022–2325
Identification of Academically Talented and Intellectually Gifted Students 581–022–2330
Rights of Parents of TAG Students 581–022–2335
Daily Class Size 581–022–2340
Media Programs 581–022–2345
Auxiliary Services 581–022–2350
Independent Adoptions of Instructional Materials 581–022–2355
Instructional Materials Adoption 581–022–2360
Postponement of Purchase of State-Adopted Instructional Materials 581–022–2370
Complaint Procedures 581–022–2400
Personnel 581–022–2405
Personnel Policies 581–022–2410
Teacher and Administrator Evaluation and Support 581–022–2415
Core Teaching Standards 581–022–2420
Educational Leadership — Administrator Standards 581–022–2430
Fingerprinting of Subject Individuals in Positions Not Requiring Licensure as Teachers, Administrators, Personnel Specialists, School Nurses 581–022–2440
Teacher Training Related to Dyslexia 581–022–2445
Universal Screenings for Risk Factors of Dyslexia 581–022–2500
Programs and Services for Talented and Gifted Students 581–022–2505
Alternative Education Programs 581–022–2510
Suicide Prevention Plan
Last Updated

Jun. 8, 2021

Rule 581-022-2410’s source at or​.us