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Ohio Teacher Evaluation System (OTES). Timeline 2012-13: Pilot Programs 2013-14: OTES Implemented. Ohio Teacher Evaluation System (OTES). Designed to improve teaching and student learning P rofessional growth model - PowerPoint PPT Presentation

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Education Update

Ohio Teacher Evaluation System (OTES)Timeline2012-13: Pilot Programs2013-14: OTES ImplementedSOhio Teacher Evaluation System (OTES)Designed to improve teaching and student learningProfessional growth modelTeachers evaluated using credentialed evaluators and rubric based on Ohio Framework

2Ohio Teacher Evaluation Framework3

Walk through the framework. See notes in your trainer manual appendix to support your understanding of this flow-chartPage 67

BarbThis graphic represents the OTES model. You have begun reading the model in your handbook. Today you read pages 1-5. We will cover the model in our time together these next three days. You will notice at the beginning of the graphic, there are three areas regarding growth. This refers to student growth measures.

As part of the State Board Of Education adopted framework, teachers making above expected growth or making expected with students will develop a professional growth plan. Teachers making below expected growth with students will be placed on an improvement plan.

Each evaluation will also consist of two formal observations of the teacher at least thirty minutes each in duration, as well as classroom walkthroughs or informal observations. Within the formal process there will be opportunities to gather evidence to support teachers levels on a continuum of Teacher Performance. Informal observations are anything less than thirty minutes and will need to be further defined at the local level.

50% of the teacher evaluation will be based on the teacher performance on the standards as determined by a holistic rating on the Teacher Performance Rubric. The other 50% of the evaluation will be based on Student Growth Measures, which will be talked about later in our training.

Each teacher will be provided a written report of the results of his/her evaluation carried out under the Evaluation Framework. The evaluation must be completed annually, by April 1, and the teacher will receive the written evaluation report by April 10. Local boards of education may evaluate teachers rated Accomplished on the most recent evaluation once every two years rather than annually. This biennial evaluation will be completed and written evaluation results made available to teachers on the same dates as the annual evaluations.

3

4This graphic represents Ohios evaluation framework to meet legislative requirements and support district evaluation system reform.

The framework was approved in November 2011 by the State Board of Education. The framework includes explanation along with the graphic and is posted on the ODE website. The framework is provided for you. (trainers make sure that you have copies)

This framework is not compliance driven or a checklist done to teacher but done collaboratively in support of teacher growth.

It is comprised of two components Teacher Performance on the Standards and Student Growth Measures.

The first component meets the Ohio Standards for the Teaching Profession requirement and makes up 50% of a teachers summative evaluation.

The student growth measures, per legislation, will make up the other 50%.

Per HB 153, the framework must also provide for professional development to accelerate and continue teacher growth across all levels and provide intensive support to poorly performing teachers.

Video ClipOTES - What's Changing?50% Teacher Performance Teacher Self-AssessmentProfessional Growth Plan (or Improvement Plan) Goal 1: Student AchievementGoal 2: Teacher PerformanceAreas of Professional Growth2 Observations (at least 30 minutes) with Pre and Post ConferencesInformal Walk-Throughs (less than 30 minutes)

6Ohio Standards for the Teaching ProfessionStandard 1: Understand student learning & developmentStandard 2: Know & understand the content areaStandard 3: Understand and used varied assessments to inform instruction & evaluate student learningStandard 4: Plan & deliver effective instructionStandard 5: Create learning environments that promotes high levels of learning & achievementStandard 6: Collaborate & communicate with students, parents, administrators & communityStandard 7: Assume responsibility for professional growthStandard Areas based on Ohio Standards for the Teaching Profession7Video ClipTeacher Performance 9 IneffectiveDevelopingProficientAccomplishedInstructional PlanningFOCUS FOR LEARNING(Standard 4: Instruction)Sources of Evidence:Pre-ConferenceThe teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students. The teacher states a focus for student learning that is appropriate for students. The teacher develops a measurable objective for student learning that aligns with the Ohio standards.The teacher can explain the importance of the objective and its appropriateness for students. The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards. Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills. StandardAreasOTES Rubric StructureIndicatorsRatingsOrganizational Area Faith There is a great deal to this slide. Make sure they know the three organizational areasBe done with this slide by 10:40The performance levels are called ratings. There are 4 levels of rating, and you cannot rate in-between two levels. The standard areas are along the left column of the rubric, and finally, the indicators can be found within each standard area.Page 69

9Lets look at some terminology in the rubric:PLAN page of the rubric and label different parts: -Standards-Descriptors equivalent to Indicators-RatingsAssessment DataStandard 3Proficient IndicatorThe teacher demonstrates an understanding that assessment is a means of evaluating and supporting student learning through effectively incorporating diagnostic, formative, and or summative assessments into lesson planning10Ohio Teacher Evaluation Framework11

Barb 9:50-10:00. Trainer will walk through the framework. At the end of the discussion askwhat is the one part that we have not covered? The student growth measures (SGM). See notes in your trainer manual appendix to support your understanding of this flow-chartPage 67

BarbThis graphic represents the OTES model. You have begun reading the model in your handbook. Today you read pages 1-5. We will cover the model in our time together these next three days. You will notice at the beginning of the graphic, there are three areas regarding growth. This refers to student growth measures.

As part of the State Board Of Education adopted framework, teachers making above expected growth or making expected with students will develop a professional growth plan. Teachers making below expected growth with students will be placed on an improvement plan.

Each evaluation will also consist of two formal observations of the teacher at least thirty minutes each in duration, as well as classroom walkthroughs or informal observations. Within the formal process there will be opportunities to gather evidence to support teachers levels on a continuum of Teacher Performance. Informal observations are anything less than thirty minutes and will need to be further defined at the local level.

50% of the teacher evaluation will be based on the teacher performance on the standards as determined by a holistic rating on the Teacher Performance Rubric. The other 50% of the evaluation will be based on Student Growth Measures, which will be talked about later in our training.

Each teacher will be provided a written report of the results of his/her evaluation carried out under the Evaluation Framework. The evaluation must be completed annually, by April 1, and the teacher will receive the written evaluation report by April 10. Local boards of education may evaluate teachers rated Accomplished on the most recent evaluation once every two years rather than annually. This biennial evaluation will be completed and written evaluation results made available to teachers on the same dates as the annual evaluations.

1150% Student Growth Measures3 Student Growth ComponentsTeacher Value-Added: Grade 4-8 Teachers of Math & ReadingVendor AssessmentsLEA (District) Determined MeasuresVideo from ODE on new Teacher Evaluation instrument12Student Learning Objectives (SLO)SLOs: Teachers identify expected learning outcomes or growth targets for a group of students over a period of timeMeasurable goals Aligns with standardsDemonstrates long-term growth targets that the teacher sets at the beginning of the year for all studentsDemonstrates a teachers impact on student learningVideo ClipStudent GrowthTeacher Ratings in Evaluation50% Observations/ 50% Student GrowthAccomplishedProficientDevelopingIneffective

Video ClipDetermining Final RatingAdditional ResourcesOhio Department of EducationEducatorsEducator EvaluationTeacher Evaluation

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