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  • OTES/OPES and Highly Effective Teachers Matthew Lutz, Director Julia Simmerer 2013

  • Skilled

    House Bill 59  

  • Im pr ov em

    en t  

    Pl an

      Pr of es si on

    al  G ro w th  P la n   Formal  Observa7on    

        Classroom     Walkthroughs/   Informal   Observa7ons         Pre-­‐conference         Observa7on         Post-­‐conference         Complete   Performance  Rubric  

    Formal  Observa7on  and   Classroom  Walkthroughs/            

    Informal  Observa7ons          


    Observa7on   (both  completed    

    by  May  1)      


    Complete  Performance     Rubric  

        WriGen  Report  

    (by  May  10)  

    M id -­‐Y ea r  R

    ev ie w  

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    Fi na l  R ev ie w  

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    Teacher Performance on Standards  

  • HB 555 Changes Category A

  • 3 Measures of Student Growth

    Value-Added Local Measures

    •  EVAAS Reports •  4-8 Rd/Math •  Other grades &

    subjects may be added in the future

    •  Student Learning Objectives (SLOs)

    •  Shared Attribution

    •  (Other) Vendor Assessments

    Approved  Vendor   Assessments  

      Approved ODE List

      Provides a 1-5 rating

  • Value-Added Trainings Trainings offered now through November by

    • Battelle for Kids • Search • STARS: Value-Added

    • Value-Added Data • Loaded into eTPES November

  • The SLO Development Process

  • SLO Template Checklist

  • Growth Target(s):

     All students have a growth target (not necessarily a passing score).

     Refers to baseline/pretest data.  Provides tiered targets to encompass all learners. (Rank order pretest scores and look for breaks in the data to identify tiers.)


  • Writing and Approving SLOs

    SLO Template and Checklist

  • SLO Scoring Matrix Percentage of students

    that met or exceeded growth target

    Descriptive rating Numerical rating

    90-100 Most Effective 5

    80-89 Above Average 4

    70-79 Average 3

    60-69 Approaching Average 2

    59 or less Least Effective 1

    Entered in eTPES

  • Support Carolyn Everidge-Frey

    Assistant Director Office of Educator Equity and Talent

    614-644-7446 Carolyn.Everidge-Frey@education.ohio.gov SGM@education.ohio.gov


  • Regional Student Growth Measure Specialists

    Chad Rice   Southeast   chad.rice@mvesc.org  

    Mark Robinson  

    Northeast   m.robinson@mahoningesc.org  

    Donna Huber   Central   huber.donna@moesc.net

    Apryl Ealy   Northwest   aealy@auglaizeesc.org

    Katrina Wagoner  

    Southwest katrina.wagoner@hcesc.org

  • Assessment Literacy Trainings • ODE and Battelle for Kids offering training in identifying and developing assessments for measuring student growth

    • Search • STARS: Assessment Literacy

  • Assessment Literacy Specialists •  State Coordinator – Tom Musgravetom.musgrave@escco.org Regional Specialists •  Northwest – Shannon Pence •  spence@auglaizeesc.org •  Northeast – Tom Rounds •  Thomas.Rounds@esc-cc.org •  Southeast – Holly Lavender •  Holly.lavender@mvesc.org •  Southwest – Liz Wolfe-Eberly •  Elizabeth.Wolfe@mcesc.org •  Central – Cathryn Everidge-Shaw cathryn.shaw@escco.org

  • Principal’s Toolkit

  • Principal Evaluation System

    July 1, 2013

    Local procedures for the evaluation of principals in place Per House Bill 153

  • Assistant Principals

    Assistant principals must have evaluations comparable to teachers Tailored to duties and responsibilities

    Senate Bill 316

  • Purpose of OPES Professional growth focused on enhancing

    knowledge and skills.

    Continuous improvement to impact higher levels of student performance.

    Quality assurance focused on the collection

    of evidence to document performance.

  • Expectations for Principal

    Plan conferences with evaluator to mutually establish goals, action plans, and evidence.

    Collect and share related data to verify

    accomplishment of goals.

    Final conference to reflect on progress, achievements, and continued development.

  • Expectations for Evaluator

    Plan conferences with principal, including summative evaluation.

    Provide appropriate & timely feedback.

    Formal observations of the principal and written reports with reinforcement/refinement areas.

  • OPES Model

  • Principal Performance Pr of es si on

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    Forma7ve   Assessment  

    Forma7ve   Assessment  

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  • The OPES Model

    1.  Self-Assessment on 5 Standards

    2.  Professional Growth/ Improvement Plan

    3.  Gather evidence (ongoing)

    4.  Formative Assessments

    5.  Student Growth Measures

    6.  Final Summative Rating

  • Self-Assessment Tool

    *Self-­‐Assessment  Handout  

  • Self-Assessment Tool

    Reviews elements for each standard area.

    Records evidence to document strengths.

    Reviews the unmarked areas and identifies 1-2 areas of focus for continued growth.

  • The Goal-Setting Process Goals focused on the standards should be developed using multiple data sources and should meet SMART criteria:

    S - Specific M - Measurable A - Attainable R - Results-oriented T - Time-Bound

  • How many goals?

    OPES Model Suggests Two: One Focused on student achievement

    One focused on skills and knowledge

    No more than 3 – 5 goals

  • Ohio Electronic System Web-based system to automate the teacher and principal evaluation systems

    Districts are required to use eTPES for reporting to ODE  

  • Overview of eTPES Superintendent Webinar Principal Webinar Teacher Webinar

    eTPES Resources

  • eTPES Mid-Year Status Report

    December 31, 2013- LEA must be logged into eTPES Compliance issues will be sent to Districts and addressed by the appropriate ODE offices

  • HQT or HET

    Is Highly Effective Teacher the new terminology for Highly Qualified Teacher?

    NO. Let’s review HQT first.

  • Highly Qualified Teacher (HQT) The federal No Child Left Behind (NCLB) Act requires all teachers to be highly qualified in the core academic subject(s) they instruct.  English, language arts, reading, science,

    mathematics, arts (music, visual arts, dance and drama),foreign language, government and civics, history, economics

    and geography.

  • Highly Qualified Teacher Three requirements for meeting HQT:

    1) A bachelor’s degree; 2) A certificate/license that is appropriate to the grade and subject they are teaching; AND 3) Demonstrate their subject area expertise in the core academic subject(s) they teach. If any part is missing, the teacher cannot be HQT.

  • Based upon teacher evaluation ratings from Ohio’s Teacher Evaluation System (OTES)


  • HET Components

    1.  Teacher Performance Rating 2.  Student Academic Growth Rating With the Final Summative Ratings reported through the electronic Teacher and Principal Evaluation System (eTPES)

  • HQT & HET

    • HQT focuses on teacher quality – Continue to be reported in EMIS

    • HET focuses upon teacher effectiveness – Schools use eTPES

    • Issues of equity and equitable distribution should begin moving to HET

  • education.ohio.gov

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