Created by ch on 9-22-11 581-022-1720




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Created by CH on 9-22-11

581-022-1720

Personnel Policies

(1) The school district shall adopt and implement personnel policies which address:

(a) Affirmative action;

(b) Staff development;

(c) Equal employment opportunity;

(d) Evaluation procedures; and

(e) Employee communication system.

(f) The requirement for releasing to Teacher Standards and Practices Commission, another district or any person upon request the disciplinary records of an employee or former school employee if the employee was convicted of one or more of the list of crimes addressed in ORS 342.143.

(2) The evaluation procedures required in section (1) of this rule shall include:

(a) Job descriptions, and performance standards which include but are not limited to items stated in the job descriptions;

(b) A preevaluation interview which includes but is not limited to the establishment of performance goals for the teacher, based on the job description and performance standards;

(c) An evaluation based on written criteria which include the performance goals; and

(d) A post-evaluation interview in which:

(A) The results of the evaluation are discussed with the teacher; and

(B) A written program of assistance for improvement is established, if one is needed to remedy the problem.

(3)(2) Personnel policies shall be accessible to any school employee and notice of their availability to the general public shall be published:

(a) A current copy shall be accessible in each school office and library; and

(b) Any organization which represents employees of the district shall be furnished a copy and revisions as they are made.

(4)(3) Bonded Employees: All employees responsible for funds, fees or cash collections shall be bonded in compliance with Oregon Revised Statutes and Oregon Administrative Rules.

(5)(4) Employees for whom a teaching certificate is not required: The school district shall give to each such employee an individual written notice of reasonable assurance of continued employment as required by ORS 332.554.

Stat. Auth.: ORS 326.051
Stats. Implemented: ORS 326.051
Hist.: EB 18-1996, f. & cert. ef. 11-1-96; ODE 25-2008, f. & cert. ef. 9-26-08

581-022-1723

Teacher and Administrator Evaluation

(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.

(2) The Core Teaching Standards and Administrator Standards must:

(a) Take into consideration multiple measures of teacher and administrator effectiveness that encompass a range of appropriate teaching and administrative behaviors that use multiple evaluation methods;

(b) Take into consideration evidence of student academic growth and learning based on multiple measures of student progress, including performance data of students, schools, and school districts;

(c) Be research-based;

(d) Be separately developed for teachers and administrators; and

(e) Be customized for each school district, which may include individualized weighting and application of standards.

(3) Evaluations using the core teaching and administrative 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.

(D) All school districts must begin using the core teaching standards and administrator standards in annual evaluations of teachers and administrators beginning in the 2012-2013 school year.

Stat. Auth: ORS 342.805 to 342.937

Stats. Implemented: Section 2, chapter 729, Oregon Laws 2011 (Enrolled Senate Bill 290)
581-022-1724

Core Teaching Standards

School districts shall use the Core Teaching Standards to evaluate teacher effectiveness outlined in OAR 581-022-1723. Performances, essential knowledge and critical dispositions for each standard are contained within the Interstate Teacher Assessment and Support Consortium (InTASC) core teaching standards published at: http://www.ccsso.org/Documents/2011/InTASC_Stds_MS_Word_version_4_24_11.doc.

The Core Teaching Standards are the same standards adopted by the Teacher Standards and Practices Commission (TSPC) for initial and continuing teaching licensure.. . The standards include:


(1) The Learner and Learning

(a) Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences.

(b) Learning Differences: The teacher uses understanding of individual differences and diverse

cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
(c) Learning Environments: The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.


(2) Content

(a) Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.


(b) Application of Content: The teacher understands how to connect concepts and use differing

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


(3) Instructional Practice

(a) Assessment: The teacher understands and uses multiple methods of assessment to

engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
(b) Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
(c) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their

connections, and to build skills to apply knowledge in meaningful ways.

(4) Professional Responsibility

(a) Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and

the community), and adapts practice to meet the needs of each learner.

(b) Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


Stat. Auth: ORS 342.805 to 342.937

Stats. Implemented: Section 2, chapter 729, Oregon Laws 2011 (Enrolled Senate Bill 290)

581-022-1725

Educational Leadership - Administrator Standards

School districts shall use the Educational Leadership–Administrator Standards to evaluate administrator effectiveness outlined in OAR 581-022-1723. Knowledge, skills and dispositions for each standard are contained within the Educational Leadership Constituents Council (ELCC) Administrator Standards published at: http://www.npbea.org/ncate.php and the Interstate School Leaders Licensure Consortium (ILLSC) Standards published at http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf. The Educational Leadership-Administrator Standards are the same standards adopted by the Teacher Standards and Practices Commission (TSPC) for administrator licensure . The standards include:

(1)Visionary Leadership: An education leader promotes the success of every

student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
(2)Instructional Improvement: An education leader promotes the success of every student by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
(3)Effective Management: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
(4)Inclusive Practice: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
(5)Ethical Leadership: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
(6)Socio-Political Context: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Stat. Auth: ORS 342.805 to 342.937



Stats. Implemented: Section 2, chapter 729, Oregon Laws 2011 (Enrolled Senate Bill 290)


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