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:

1. aligns to learning standards

2. measures what is intended to be measured

3. is directly attributable to the teacher being evaluated for course(s) and grade level(s) taught

4. demonstrates evidence of student learning (achievement and/or growth)

5. follows protocols for administration and scoring

6. provides trustworthy results; and

7. 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.

HQSD GUIDANCE TOOL- Click Here

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:

1. understanding student learning and development, respecting student diversity, and holding high expectations for all students to achieve and make progress at high levels;

2. knowing and understanding the content area for which they have instructional responsibility;

3. understanding and using varied assessments to inform instruction, evaluate and ensure student learning;

4. planning and delivering effective instruction that advances individual student learning;

5. creating learning environments that promote high levels of student learning and achievement for all students;

6. collaborating and communicating with students, parents, other educators, District administrators, and the community to support student learning; and

7. 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.

1. 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 30^th.

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.