•  Teacher Required Artifact

    Required Measures for Teachers: Teachers must discuss with their evaluator at least one of the following measures which will be used to inform the Teacher Quality Standard Rubric:

    Student Perception Survey
    Lesson Plan Review
    Student work Sample
    Lesson Study
    Peer Review 

     Additional Evidence/Artifacts: Evaluation of professional practice may include additional measures such as those listed below. These are provided as examples of evidence the evaluator and/or educator being evaluated may share with each other to provide evidence of performance in addition to observations and evaluator ratings collected on the rubric.
    • Anecdotal Records
    • Assessment Plans
    • Data Analysis Record
    • Documentation of service on teams, task forces and committees
    • Feedback from Walkthroughs
    • Formative and Summative Assessment of Student Work
    • Instructional Activities Schedules
    • Lesson Plans/Units of Study
    • Notes from parent and community meetings
     • Parent Feedback
    • Records of Advocacy Activities Responses to Feedback
    • Self-Reflection Templates
    • Student Achievement Data
    • Student Feedback
    • Student Journals/Learning Logs
    • Student Portfolios
    • Student Work
    Components of the Artifact Required for Submission:
    1. Evidence
    Pick selected evidence from information that has been collected throughout the year.
    If using student work, identify a subset of student work to share.
    Scan and upload all pieces of evidence to RANDA/COPMS.
    2. Professional Practice Standards and Elements Alignment
    Identify specific standards and related elements from the Teacher Quality Rubric that align to the evidence provided. You may link as many elements as necessary.
    3. Reflection
    Reflect on the process and desired results as well as next steps for the upcoming school year.

    General Resources and Support:
    Teacher Artifact Placemat – Details on each artifact and steps to complete it
    Required Artifact Planning Guide
    Evidence Options – Examples of evidence the teacher may share to support his/her chosen artifact
    Teacher Reflection Guide – This may be used as the reflection component of the required artifact.
    Additional resources can be found on schoology. Click on the link or navigate to Groups--Learning Services--Resources--Educator Effectiveness--Required Artifact. From there you can select from General Information, Student Perception Survey, Lesson Plan Review, Student Work Samples, Lesson Study, or Peer Review

    Facts on Artifacts
    • Artifacts are defined as documents, materials, processes, strategies and other information that result from the normal and customary day-to-day work of any educator.
    • A single artifact may be used to provide evidence for multiple standards.
    • Some evaluators may be tempted to require the creation and periodic update of a portfolio in order to ensure that evidence will be available at the final evaluation conference to demonstrate performance on every professional practice. Likewise, some educators may choose to create such a portfolio just in case their evaluator asks to see evidence regarding any of the professional practices. This approach to using artifacts/evidence is not recommended. It creates unnecessary work on the part of the person being evaluated. In addition, the artifacts or items included in the portfolio may not be needed. If, during the final evaluation discussion, the evaluator and person being evaluated agree that the evaluator’s ratings are fair and accurate, they may conclude their discussion, sign off on the year’s evaluation ratings and proceed to developing goals and a professional development plan to be used during the subsequent year.
    • Additional evidence/artifacts are not necessary unless the evaluator and person being evaluated have differing opinions about final ratings. In such a case, additional evidence about performance on the specific rating(s) in question may be considered. During the final evaluation conference, the evaluator and person being evaluated should agree on the specific evidence needed to support the rating(s) each believes is correct. Such evidence should be documents, communications, analyses, or other types of materials that are normally and customarily collected during the course of conducting their everyday activities.