This page supports the Ohio's teacher evaluation system (OTES 2.0) for the Jefferson Area Local School District.
NOTE FOR 2020-21:
STUDENT GROWTH MEASURES WILL NOT BE REQUIRED COMPONENTS IN 2020-2021 EDUCATOR EVALUATIONS IN ACCORDANCE WITH HOUSE BILL 197 AND HOUSE BILL 164 OF THE 133RD GENERAL ASSEMBLY. A SCHOOL DISTRICT BOARD OF EDUCATION MAY NOT USE VALUE-ADDED, HIGH-QUALITY STUDENT DATA OR ANY OTHER STUDENT ACADEMIC GROWTH DATA TO MEASURE STUDENT LEARNING ATTRIBUTABLE TO A TEACHER OR PRINCIPAL WHILE CONDUCTING EVALUATIONS.
TO ENSURE STUDENT ACADEMIC GROWTH DATA IS NOT USED TO MEASURE STUDENT LEARNING ATTRIBUTABLE TO A TEACHER OR PRINCIPAL.
EVALUATORS SHOULD NOT INCLUDE THE “EVIDENCE OF STUDENT LEARNING” COMPONENT ON THE
TEACHER PERFORMANCE EVALUATION RUBRIC FOR OTES 2.0.
3220 - STANDARDS-BASED
TEACHER EVALUATION Board Policy Click here or download at the bottom of this page.
Ohio Evaluation System (OHES)
The OTES process 2.0 will all be managed in the Ohio Evaluation System (OHES)which is replacing eTPES.
The Ohio Evaluation System (OhioES) is an online educator evaluation system for use by Ohio districts and schools that are implementing OTES 2.0. Evaluators will collect and store growth and improvement plans, evidence and documented observations to determine educator performance based upon the defined rubric. The electronic system will follow the frameworks for educator evaluation as adopted by the State Board of Education, which include multiple measures of educator performance.
Professional Growth Plans and Professional Improvement Plans
Based upon the results of the
annual teacher evaluation, each teacher must develop either a professional
growth plan or be placed on a professional improvement plan as follows:
A. A
teacher whose final holistic rating is "accomplished" on his/her most
recent evaluation will develop a self-directed Professional Growth Plan
annually
B. A
teacher whose final holistic rating is “skilled” will develop a professional
growth plan collaboratively with his/her credentialed evaluator.
C. A
teacher whose final holistic rating is "developing" will develop a
professional growth plan guided by his/her assigned credentialed evaluator,
utilizing the components determined by the District.
D. A
teacher whose final holistic rating is "ineffective" will be placed
on a professional improvement plan by their assigned evaluator, utilizing the
components determined by the District.
E. A
teacher who is new to the profession or new to the District will develop a
professional growth
plan collaboratively with his/her credentialed evaluator.
F. The
District administration has discretion to place a teacher on an Improvement
Plan when
deficiencies are noted in the evaluation system by the teacher
Goals:
When writing a professional growth plan the
number of goals that each teacher will be required to adopt is as follows:
·
Accomplished one goal
·
Skilled / Developing two goals
·
Ineffective two goals
Timeline:
Teachers will base their Growth Plan on the
previous year’s evaluation and data. Growth plans will be developed and
approved by September 30th. (2020-21 the Deadline has been moved to October 16th)
Alignment of PGP to District and Building
Improvement Plans: Teachers along with their evaluator will
identify items included in the Building / District improvement plan that align
with the teacher’s PGP.
Accomplished teachers will be required to cite their
alignment.
Skilled and Developing Teachers will be determined to be in
alignment when their evaluator approves the PGP.
Ineffective teachers will have
goals prescribed by their evaluator and will be considered aligned when the
plan is approved.
CLICK HERE for JALSD DISTRICT / BUILDING IMPROVEMENT PLAN
PROFESSIONAL GROWTH PLANS ARE CREATED IN OHES
Educator / Teacher Instructions for creating a Growth Plan in OHES - Click Here Evaluator Instructions for Completing a Growth Plan After it has been submitted- Click Here Both are also available to download at bottom of this page #2 & #3
Professional
Growth Plan (Evaluator Guided)
Professional Growth
Plans help teachers focus on areas of professional development that will enable
them to improve their practice. Teachers are accountable for the implementation
and completion of the plan and should use the plan as a starting point for the
school year. The Professional Growth Plan and process includes feedback from
the evaluator as well as the teacher’s self-assessment and high-quality student
data while addressing the support needed to further the teacher’s continuous
growth and development. The Professional Growth Plan is intended to be one
academic year in duration and may support the goals of the Individual
Professional Development Plan (IPDP). This plan will align to the district and/or
building improvement plan.Professional
development should be individualized to the needs of the teacher and students
(based on available data) and specifically relate to the teacher’s areas for
growth as identified in the teacher’s evaluation. The evaluator should
recommend professional development opportunities and support the teacher by
providing resources (e.g., time, financial). The Professional Growth Plan
should be reflective of the evidence available and focus on specific areas
identified in the observations and evaluation to determine that the teacher is
making progress.
Teachers develop Professional Growth Plans annually to help them identify areas of professional development that will enable them to enhance their practice. Teachers are accountable for implementing and completing the plan and should use it as a starting point for the school year.
NOTE: Professional Growth Plans cannot replace Individual Professional Development Plans (IPDP), nor can Individual Professional Development Plans replace Professional Growth Plans. (Click Here IPDP vs PGP)
JALSD Professional Growth Plan Planning Document - Click Here
JALSD PGP GOAL Growth Plan Goals - for use 2020-21 - Click Here Goals that can be used during the 2020-21 School year.
HIGH QUALITY STUDENT DATA (HQSD)
“High-Quality
Student Data” – means locally-determined data that
provides evidence of student learning attributable to the teacher who is being
evaluated. When applicable to the grade level or subject area taught,
High-Quality Student Data (HQSD) shall include the value-added progress
dimension and the teacher shall use at least one other measure of HQSD to
demonstrate student learning. HQSD may also include data obtained from the list
of Ohio Department of Education approved student assessments.
High-quality student data may not include
student learning objectives (SLOs) or shared attribution measures.
Use
of High-Quality Student Data
Each evaluation shall contain
two (2) measures of high-quality student data (HQSD). When applicable to the
grade level or subject area taught by the teacher being evaluated, HQSD shall
include the value-added progress dimension as one (1) source of HQSD. The
teacher will select student data that
will be used in consultation with the evaluator and will provide evidence that
demonstrates the teacher has used the data in accordance with this policy. The
evaluator may use the data as evidence to determine a performance rating in any
component of the evaluation where applicable.
When applicable to the grade
level or subject area(s) taught by a teacher, high-quality student data will
include the value-added progress dimension. High-quality student data will meet
the following criteria:
- aligns to learning standards
- measures what is intended to be measured
- is directly attributable to the teacher being
evaluated for course(s) and grade level(s) taught
- demonstrates evidence of student learning
(achievement and/or growth)
- follows protocols for administration and scoring
- provides trustworthy results; and
- is fair and unbiased
In addition to value-added data,
the superintendent or his designee may select high-quality data from among
state-approved vendor assessments or other locally determined measures or
instruments that meet the definition and criteria outlined above.
Annually, the Superintendent or
his designee shall develop a list of
approved high-quality student
data unless using a vendor assessment from ODE approved list in collaboration
with the district evaluation committee, with experts in the field of education, district
administrators, and with the district’s Building Leadership teams (BLT).
When utilizing vendor
assessments to construct HQSD and all affected staff shall be trained on
utilization of the assessment program.
For the purpose of selecting high-quality
student data, the Board defines the term “expert” to include members of the
District’s administrative team, credentialed evaluators, and the district’s teachers and teacher teams. They will be responsible for approving HQSD
instruments after they have been developed, or identified, reviewed and
recommended by a grade level, content area, special education, Title I or
Educational Specialist (art, music, health, PE, technology teacher, etc. or in
the cases where a content area has only one teacher in the field, that
specialist)
The
District’s two elementary buildings will share their approved HQSD instruments
for use in both buildings.
As a
part of the HQSD identification and approval process it must be determined that
the instrument produces data that can be used by teachers to:
Critically reflect upon and analyze available data, use the
information as part of an ongoing cycle of support for student learning
Consider student learning needs and styles, identify the
strengths and weaknesses of an entire class as well as individual students
Inform instruction, adapting instruction to meet student need
based upon the information gained from the data analysis
Measure student learning (achievement and/or growth) and
progress towards achieving state/local standards
HQSD shall be used as evidence in any
component of the teacher’s evaluation related to the following:
• Knowledge of the students to whom the teacher provides instruction
• The teacher’s use of differentiated instruction practices
• Assessment of student learning
• The use of assessment data
• Professional responsibility and growth
Teachers must provide evidence
to their evaluator which demonstrates that they have used high-quality student
data. Evidence
will be presented in either or both the preconference and post conference
setting or any other process developed by the evaluator and teacher.
Using HQSD to Inform and Enhance Practice - Click Here
Evaluation Process
Assessment of Teacher Performance
Teacher performance shall be
based on the evidence provided by the teacher and formal observations and
walkthroughs by the teacher’s assigned evaluator.
Such performance will be used to
determine the teacher's evaluation rating and will be assessed through a holistic
process by trained and credentialed evaluators based upon the following Ohio
Standards for the Teaching Profession:
- understanding student learning and development,
respecting student diversity, and holding high expectations for all
students to achieve and make progress at high levels;
- knowing and understanding the content area for
which they have instructional responsibility;
- understanding and using varied assessments to
inform instruction, evaluate and ensure student learning;
- planning and delivering effective instruction that
advances individual student learning;
- creating learning environments that promote high
levels of student learning and achievement for all students;
- collaborating and communicating with students,
parents, other educators, District administrators, and the community to
support student learning; and
- assuming responsibility for professional growth and
performance as an individual and as a member of a learning community. (Standards for the Teaching Profession - CLICK HERE)
Each teacher evaluated under this policy may
(not required) complete a "Self-Assessment" utilizing the
Self-Assessment Summary Tool. If utilized the results are private and not
required to be shared with the evaluator.
Formal Observation and Classroom Walkthrough Sequence
A. A teacher not under consideration for renewal or nonrenewal who
is subject to a full evaluation cycle shall be evaluated based on at least two
(2) formal observations of at least thirty (30) minutes each and periodic
classroom walkthroughs each school year.
The first formal observation will be a holistic observation where the
evaluator assesses all areas of the rubric demonstrated during the observation
as well as information gained from a pre-observation conference. Teachers
and evaluators may mutually agree to accomplish this remotely through e-mail,
video conference or sharing information in writing.
B. The second and any subsequent formal observation(s) will be
focused observations in which the evaluator emphasizes identified focus
area(s). Identified focus areas will be selected after completion of the
holistic observation and may include area(s) of relative strength and/or
area(s) targeted for improvement.
·
Teachers with a
final evaluation rating of Accomplished (from the previous year) will select
their own focus area(s).
·
A teacher with a final evaluation rating of
Skilled (from the previous year) will select focus area(s) in collaboration
with his/her evaluator.
·
A teacher with
a final evaluation rating of Developing (from the previous year) will be guided
by his/her evaluator in determining focus area(s).
·
A teacher with
a final evaluation rating of Ineffective (from the previous year) will have
focus area(s) selected by the evaluator.
·
A teacher new
to the profession will select focus area(s) in collaboration with his/her
evaluator."
Evaluators
will collect evidence during the focused observation to assess the identified
focus area(s). Evaluators will also document evidence to support the final
evaluation rating.
- Any teacher on a limited contract who is under
consideration for nonrenewal shall receive at least three (3) formal
observations in addition to periodic (at least two (2) classroom
walkthroughs.
Evaluation Intervals Based on
Ratings:
A teacher who has been granted a
continuing contract by the Board and who receives a rating of "Accomplished" on
his/her most recent evaluation may be evaluated once every three (3) years.
·
The teacher
will be required to submit a self-directed professional growth plan to the
evaluator, and the evaluator will determine if the teacher is making progress
on the plan.
·
The
professional growth plan will focus on the most recent evaluation of the
teacher.
·
The teacher
will be provided with at least one (1) formal or informal observation and
post-conference in any year that such teacher is not formally evaluated.
The Board may evaluate each
teacher who has been granted a continuing contract by the Board and who
received a rating of Skilled on the teacher's most recent evaluation once every
two (2) years.
·
The teacher and
the evaluator will jointly develop a professional growth plan for the teacher
and the evaluator will determine if the teacher is making progress on the plan.
·
The
professional growth plan will focus on the most recent evaluation and
observations of the teacher.
·
Teachers will
be provided with at least one (1) formal or informal observation and
post-conference in any year that such teacher is not formally evaluated.
PERFORMANCE LEVEL DESCRIPTORS
Evaluations will be completed by April 1st and each teacher will be provided a written report of the results of his/her evaluation by April 15th. Written notice of nonrenewal will be provided by April 30th.
In evaluating teacher performance, the Board shall utilize the measures set forth by the Ohio Department of Education's OTES "Teacher Performance Evaluation Rubric" for instructional planning, instruction and assessment, and professionalism. (Appendix A.) Click Here /
Click Here: Editable Teacher Performance Rubric
Each teacher evaluated under
this policy may (not required) complete a "Self-Assessment" utilizing
the Self-Assessment Summary Tool. If utilized the results are private and not
required to be shared with the evaluator. -- Click Here
Formal Observation Procedure
A teacher may provide evidence to the credentialed evaluator to support and inform an accurate reflection of the Evaluation Factors being evaluated.
A. The first formal observation will be preceded by a conference between the evaluator and the employee prior to the observation for the employee to explain plans and objectives for the classroom situation to be observed. Teachers and evaluators may mutually agree to accomplish this remotely through e-mail, video conference or sharing information in writing.
B. A post-observation conference shall be held after each formal observation. A teacher may provide evidence to the credentialed evaluator to support and inform an accurate reflection of the Evaluation Factors being evaluated.
Examples include, but are not limited to:
- student information affecting educational progress,
- student interest or learning style surveys,
- newsletters,
- classroom rules,
- lesson plans,
- portfolios,
- summative assessments,
- professional education organization work,
- education awards, and
- student work samples.
All evidence presented shall be included in the report and will be considered in the evaluator’s assessment of the teacher.
Informal Observation/Classroom Walkthrough Procedure
A walkthrough is an informal
observation in which an evaluator may assess one or more areas in the Teacher
Performance Evaluation Rubric.
Evaluators may but are not
limited to collecting evidence in any identified focus area(s). Walkthroughs
may be announced or unannounced. The walkthrough should be of sufficient
duration to allow the evaluator to assess the focus of the walkthrough.
No more than two
walkthroughs shall be conducted in each evaluation cycle. If a teacher is rated
ineffective no more than 4 walkthroughs shall be conducted in each evaluation
cycle.
A walkthrough shall
consist of at least ten (10) consecutive minutes, but not more than twenty (20)
consecutive minutes in duration. The walkthrough should be of sufficient
duration to allow the evaluator to assess the focus of the walkthrough.
Data gathered from a walkthrough
will inform the final evaluation.
At the request of the teacher, a
formal debriefing shall occur no later than two (2) workdays after the
walkthrough to discuss observations of the evaluator
Feedback from a walkthrough that
is being used to inform an evaluation shall be provided after the walkthrough.
The teacher and/or administrator may request a face to face meeting to discuss
observations relative to the identified focus of the walkthrough.
