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Local Flexibility for Educator Evaluations. Educators Matter.

Promising Practices of flexibilities, efficiencies, and differentiation when using artifacts

Did You Know?

There is only one legislative requirement for using artifacts in evaluation, which states that school districts and BOCES shall collect teacher performance data related to Professional Practice using observations and at least one of the following measures: (a) student perception measures (e.g. surveys), where appropriate and feasible, (b) peer feedback, (c) feedback from parents or guardians; or (d) review of Teacher lesson plans or student work samples. No additional artifacts are required for evaluations.

Ideas Using Artifacts

Example of artifact collection delayed until the mid-year review

One Colorado district does not require teachers to submit or attach any artifacts until at least their mid-year review. This gives evaluators time to complete some observations and determine whether any artifacts are necessary. A principal from this district shares the evaluator assessment rubric at various stages of completion, making teachers aware of which practices have not been observed. At this point, they can either provide an artifact or schedule a more targeted observation to support their belief that specific elements within the rubric are part of their professional practice. The district reduced time spent for evaluations for teachers and administrators by not requiring an artifact for each professional practice or element. The district also found that teachers had a high level of collaboration and engagement in the evaluation process when artifacts were strategically used to close observation gaps and provide a fuller picture of the educator's performance.

Example of using a discrepancy model for artifacts

Another district moved away from their prior practice of requiring a great deal of artifacts from each educator in a portfolio to now only asking for artifact evidence if there is a discrepancy between the evaluator’s evidence and the teacher’s perception of a practice. The reduction in creating, collecting, and reviewing a large quantity of artifacts has led to more time for the evaluator to complete traditional classrooms observations and in non-traditional observation settings such as professional learning communities, parent-teacher conferences, etc. This district believes the time gained has led to more productive conversations between principals and their teachers and has been appreciated by both the evaluators and educators.

Colorado Stories Using Artifacts

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Find a way to get connected by contacting your regional specialist for individual support, joining a PLC with districts/BOCES wanting to explore a similar topic, or sharing your promising practice.