Teacher artifacts

Under the teacher evaluation system, teachers have the opportunity to submit up to eight artifacts as a chance to demonstrate their good work throughout the year.

The questions of whether to submit artifacts at all and which to submit are completely up to each individual teacher.

To decide on artifacts, teachers need to think about materials they create during the year that best reflect their skills under the Danielson Framework components in domains 1 and 4. A single artifact can demonstrate skill under multiple components.

Below is the list of sample artifacts that State Education Commissioner John King included in his June 2013 order establishing the teacher evaluation system for New York City.

Remember, that the artifacts listed are only suggestions from the commissioner and that this is not a comprehensive list. The components listed for each artifact are also merely suggestions as these artifacts could be used to cover additional components.

This list could, however, help to spark ideas on the many materials created by teachers that help to show their skills in certain areas.

 

SAMPLE LIST OF POSSIBLE TEACHER ARTIFACTS

FROM STATE EDUCATION COMMISSIONER’S RULING ON THE NYC TEACHER EVALUATION SYSTEM

Artifact Components
Analysis of student work 1f
Curriculum leadership evidenced by participation in teacher team and/or grade level planning meetings 1a, 4d, 4e
Hosting a student teacher 1a, 1b, 4d, 4e
Lesson or unit plan that shows teacher adapted instruction to address student needs(demonstrates differentiated instructional strategies) 1b, 1c
Student achievement data 1b, If, 4b
Parent, student surveys lb,4c
Teacher-created assessments (formative or summative) 1a, 1b, 1c, 1e, 1f
Technology-infused learning designs resulting in depth of student engagement and original student product 1d
Unit plan with all component parts (essential questions, skills/knowledge, assessments, aligned lessons) 1a, 1b, 1c, 1d, 1e, 1f
Video or audio of student performance assessment 1f
Back to school night, open house agendas 4c
Classroom management plan and procedures 4b
Documented communication with: counselors, health professionals, other staff members, parents, community support agencies 4c, 4f
Evidence of attendance and active participation in local, state or national professional organizations 4d, 4e
Evidence of a leadership role in at least one aspect of school life 4d, 4e
Evidence of attendance and participation in professional development sessions focused on Data Driven Instruction, Common Core State Standards, and/or components of the APPR system 4e
Reflection Journal 4a
Regular teacher participation in and support of school and community initiatives 4d, 4e
Student behavioral plan 4b
Team action planning template that includes thoughtful, rich discussion of data, targeted, measurable achievement goal, action steps targeting leverage points 4d, 4e, 4f
User login
Enter the email address you used to sign up at UFT.org.
 
If you don't have a UFT.org profile, please sign up.
Forgot your password?

Copyright © 1999 – 2014 United Federation of Teachers