Transcript The Ohio Teacher Evaluation System - Home

OEA Leadership Academy 2011
Michele Winship, Ph.D.
[email protected]
The
Ohio Standards for the
Teaching Profession (OSTP)
Gap Analysis Process
Framework
Student Performance Data
OTES Process
Next Steps
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Ohio has already spent over two years
developing the Ohio Teacher Evaluation System
(OTES) framework with stakeholders and experts
 This is the framework that Race to the Top
districts have been planning to use to evaluate
their current systems or design new ones
 The SBOE has hired Education First to “review”
the OTES
 It is highly unlikely that the OTES will be
replaced by a different framework by December
2011 based on the work that has already been
done

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Based On:
Ohio’s
Standards for the Teaching
Profession (OSTP)
Current evidence and research on
assessing effective teaching
Research linking teaching to student
learning
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Definition of Teacher Effectiveness:
 Understanding
development
of student learning &
 Knowledge
of content
 Use of varied assessment strategies to inform
instruction
 Planning & delivery of effective instruction
 Creating a learning environment that
promotes high levels of learning
 Skills of collaboration & communication
 Professional growth & responsibilities
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Is Designed To:
Encourage
professional dialogue
Foster professional growth over time
Customize teacher evaluation to a
teacher’s level of effectiveness (Tiered
System)
Propel schools to higher levels of
effectiveness through improved teacher
performance
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Structure of the Evaluation System:
 Evaluation
criteria: Ohio’s Standards for the
Teaching Profession
 Levels
of effectiveness that are objective,
evidenced-based
 Weighting system
 Processes for connecting multiple sources of
evidence
 Standards setting: career stages
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Is Designed To Be:
Fair
and equitable
Understandable and easy to use for
teachers and evaluators
Adaptable to local conditions and needs
Formative (developmental) and
summative (evaluative)
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 Framework
1.
2.
3.
4.
5.
6.
7.
for the OTES
Self-Assessment Against the OSTP
Analysis of Student Data
A Process for Regular Observations
Formative Assessment
Collection of Artifacts and Evidence
Indicators
Student Growth Data
Written Summative Evaluation
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 Tiered
system that provides for
annual evaluation tailored to
teachers at different levels of their
careers
 Option
A—Beginning Teacher
 Option B—Career/Continuing Teacher (Nonevaluation year)
 Option C—Career/Continuing Teacher
(Evaluation year)
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 Weighting
 Offers
examples of how evidence
could be weighted in the threetiered system—NOT PRESCRIBED
 Even in a system where 50% of an
evaluation is required to be student
performance, state test scores are
only part of that 50%
 Student performance should be
based on multiple data sources
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Identifying Roles & Responsibilities (A,B,C)
Self-assessment (A,B,C)
Analysis of Student Data (A,B,C)
Assessment of Teacher Expertise and Performance
1.
2.
3.
4.
1.
2.
3.
Formal Observation (A & C)
Goal-Setting Process (B & C)
Professional Project (B)
Evidence of Professionalism and Communication
(A,B,C)
Assessment of Student Growth (TBD)
Summative Evaluation of Teacher Effectiveness
5.
6.
7.

OTES Improvement and Remediation Plan
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 Gap
Analysis and Planning Tool:
Self-assessment
based on characteristics
of high quality evaluation systems
 Generates
a report with stages to determine
where district falls compared to the
Guidelines
 Assists districts in developing a scope of work
to create high quality teacher evaluation
system
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 Individually
answer the Gap Analysis and
Planning Tool Questions on the form
provided.
 In groups of 3 review and discuss the
answers to your questions, particularly
areas in which you have different answers
 Report out a summary for each of the six
guidelines
 Discuss
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Timeline of Activities:
 Suggested
activities and timelines for
districts (2 years) to support redesign of
teacher evaluation system
Getting Started Workbook:
 Examine
policies and practices
 Engage key stakeholders
 Communication
 Goals for high quality teacher evaluation
 Definition of teacher effectiveness
Year One Activities
1. Staff from the district (union leadership and administrators) should attend an Ohio Teacher Evaluation System Information
and Orientation Meeting (provided by Ohio Association of School Personnel Association, or ODE) to determine their
readiness for change. Indicate interest in being an “early adopter” of OTES and work directly with the state.
2. Establish a project team according to collective bargaining agreement (teachers, administrators, human resource
personnel, superintendent designee) to:
• Study the OTES model and compare the model to current practice using District Analysis and Planning Tool
• Examine the option and of pilot schools for year two and identify
• Conduct an analysis of current teacher evaluation system using the District Analysis and Planning Tool
• Identify a set of recommendations for change/redesign and obtain input from the teacher union, and district
administrators
• Superintendent presents a plan for proposed changes to Board of Education for feedback
3. Project team determines levels of support needed (e.g., technical assistance from outside consultant, ESC, state) and
begin system design, providing ongoing – frequent communication.
4. Project team:
• Present final recommendations to district union and administrative teams for feedback
• Make modifications based on feedback
• Follow collective bargaining process (fall of year two) and/or ORC requirements/timeline*
Year Two Activities
1. Project Team:
• Develop training and credentialing program for evaluators (administrators and peers)*
• Conduct training and certify evaluators
Timeline
Summer
Fall (Sept. – October)
Nov. – March
April/June
June – Fall
*Note ODE will have a training and credentialing program to support the Ohio Teacher Evaluation System model. Districts
using this model will not need to develop a local training program.
2. Implement System and gather data of system components that work well versus issues and concerns
Fall – Spring
3. Make any system modifications and finalize through required district process
Spring
 DISTRICT
POLICIES AND RULES
 ENGAGING STAKEHOLDERS
 DEVELOPING A COMMUNICATION
PLAN
 FRAMING THE WORK
 DEFINING TEACHER EFFECTIVENESS
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Michele
Winship
614-227-3001
[email protected]
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