DATA / HQSD High Quality Student Data

In addition to the value-added data which is required to be used if a teacher has such 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.

The following two items are at the bottom of this page:

• HQSD Guidance Tool

• Using HQSD to Inform and Enhance Practice 

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.