Woodburn Educator Growth and Evaluation System
Artifact and/or Evidence Cover Page
Teacher Name: _____________________________________________________________
Evaluator Name: _____________________________________________________________
School: _____________________________________________________________
Evidence /Artifact Number: _________ Date Collected: ____________
Description of Artifact or Evidence
Aligned Indicators:
Which Marzano Element is it
connected to?
Synthesize the reasons why you chose this artifact and how it connects with the element
Why would I use the Artifact and Evidence Cover Page?
EVIDENCE-BASED EVALUATION FRAMEWORK:
WEGES is an evidence-based process. Summative and formative ratings of practice and educators’ impact
on student learning ratings must all be based on an analysis and application of professional judgment to
actual evidence of practice, outcomes and performance.
EVIDENCE BY STANDARDS, NOT BY INDICATORS:
Evidence must relate to the four domains and the student learning goals. It is not necessary – or required
– that there be evidence for each of the 60 indicators.
It is important to remember that practice is judged on each standard, not on each indicator.
The collection and organization of evidence are the responsibility of both the educator and the evaluator.
A SINGLE PIECE OF EVIDENCE MAY RELATE TO MULTIPLE STANDARDS:
It is also important to note that one artifact may be used to demonstrate proficiency on multiple
standards and may apply to multiple indicators. For example, one standards-based unit of instruction may
be used as evidence for Domains 1 and 2. The WEGES Artifact and/or Evidence Cover page could be used
to specify that in the left column where it says “aligned indicators”.
EVIDENCE IS A SAMPLING:
For the most part, evidence should be a sampling of the work that educators perform and the resulting
student work; evidence is not meant to be inclusive of all that educators do. Evaluators may wish to
identify common artifacts, something that most educators are expected to provide, such as lesson plans
or unit plans. It may also be good to save documents like PLC notes, agendas from trainings or late starts
to show evidence of Domain 4.
EVIDENCE SHOULD DEMONSTRATE PROFICIENCY
In the educator’s professional judgment, once sufficient evidence has been identified and/or collected to
demonstrate proficiency on one or more standards, there is no need to add more. It would be helpful to
provide the evaluator with a brief rationale for the use of each piece of evidence in the lower portion of
the artifact and/or evidence cover page.
Categories of Evidence for Multiple Measures of Effectiveness
Professional Practice
Artifacts
 Teacher developed
assessments
 Unit or Lesson Plans
Observations
 Notes/feedback from informal
observations
 Written feedback from formal
observations
Professional Responsibilities
Feedback
 Supervisor feedback
 Surveys
Artifacts
 PLC notes
 Parent/Teacher contact log
 Grade level meeting notes
Student Learning Outcomes
Student Evidence
 Student work (quizzes,
homework, presentations, etc.)
 Portfolios
 Performance Assessment
 District Assessments
 State Assessments
 Classroom Assessments
(formative and summative)
Professional Practice and Professional Responsibilities Evidence & Artifacts
Evidence & Artifacts Related to Marzano’s Standards
The following are some examples of artifacts or evidence that teachers may submit as evidence of their professional
practices, responsibilities, or student learning and growth. A “Cover Page” has been created to assist in organizing
artifacts or evidence and describing which of Marzano’s elements they provide evidence for.
Evidence of Professional Practice
Examples of evidence are listed by Marzano Element Number.
Domain 1: Classroom strategies and behaviors
Evidence for most of these indicators will be collected during teachers’ classroom observations; however, the following
additional artifacts may offer the opportunity to provide further evidence of professional practice.
2. Tracking student progress:
* Assessment binders/notebooks/ grade books/ data spreadsheets/
* Proficiency tracking as shown in posters, charts, spreadsheets etc.
16. Using homework
* Examples of homework assignments
34. Applying consequences for lack of adherence to rules and procedures
* Parent/student contact log
* Student behavior plan
* Community agreements or classroom rules
* Consequence system
35. Acknowledging adherence to rules and procedures
* Parent/student contact log
* Recognition system
39. Demonstrating value and respect for low expectancy students
* Student profile sheets or documents
Domain 2: Planning and preparing
42, 43, 44. Planning and preparing for lessons and units:
* Teacher-developed unit assessments
* Lesson and unit plans
* Annual work plans
45, 46. Planning and preparing for use of materials and technology
* List of resources, supplies and materials
* Resources, supplies and materials are available for use
47, 48, 49. Planning and Preparing for Special Needs of Students
* Lesson plans contain differentiation strategies for diverse groups of learners
* Planning for providing adaptations and accommodations for students who have little or no support at home for
schooling
Domain 3: Reflection on Teaching
50, 51, 52. Evaluating Personal Performance
* Mid course and end of the year written reflection
* PLC notes that show analysis of unit effectiveness and next steps
* Reflection on lesson plan (corrections, notes) and next steps to improve process
53, 54. Developing and Implementing a professional growth and development plan
* Written professional goal and growth plan with specific and measurable steps
Evidence of Professional Responsibilities
Domain 4: Collegiality and Professionalism
55, 56. Promoting a Positive Environment
* Log of communication with parents and families of students
* Newsletters, fliers, invitations sent home to parents
* Log of home visits
* Family school connections notebook or journal
* Positive feedback sent to parents of student progress (certificates, notes, academic and behavior awards)
* Parent involvement activities (sign in sheet, pictures, clips, products of the activity, parent volunteer list etc)
57, 58. Promoting exchange of ideas and strategies
* Notes from meetings, email communication, educational assistant lesson plan that demonstrate positive interactions
focused on student learning with other teachers, specialists, resource teachers, counselors and paraprofessional staff:
* PLC notes reflecting effective collaboration
* Documents that reflect sharing of classroom and behavior strategies
* Materials used to present professional content to colleagues
* Collaborative Assessment Logs for new teachers and their mentor.
61. Promoting Legal Compliance: Adhering to Federal, State & District Requirements for Special Programs*
*Specialists Only
*Special Education documentation and paperwork
*English Language Learner Monitoring documentation and paperwork
*Meeting dates and timelines (calendar)
*Sign-in sheets (showing parent attendance)
*Student data gathered for reporting purpose