Redesign Educator Performance Management Systems
Redesigning Educator Performance Management Systems focuses on designing and implementing rigorous, transparent, and fair evaluation systems for teachers and principals.
Outcomes and deliverables include the following:
• Annual evaluations of teachers and principals conducted by districts and charter schools in accordance with state regulations and aligned to the State evaluation model and RttT criteria;
• Training and credentialing evaluators to ensure the reliability of the model evaluation systems for teachers and principals; and
• Teacher and principal performance data (including student growth measures) to design targeted supports and professional development as well as make decisions for retention, dismissal, tenure and compensation of teachers and principals.
Support Educators Through Evaluation Results
Ohio’s RttT project, Support Educators through Evaluation Results, is designed to improve educator effectiveness through the use of effectiveness data.
Four activities that comprise the State’s plan include the following:
• Supporting and developing teachers and principals;
• Removing ineffective principals and ineffective non-tenured and tenured teachers;
• Implementing a newly legislated teacher licensure system that includes student growth as one criterion of license eligibility; and
• Compensating, promoting and retaining effective educators.
Expand Effective Educator Preparation Programs
ODE and the Board of Regents, in collaboration with participating districts and charter schools, will increase the supply of effective teachers in the State’s hard-to-staff subjects and specialty areas by implementing effective alternate route programs: Teach Ohio, Woodrow Wilson Foundation STEM Teacher Fellowship Program, and the Turnaround Principal and Teacher Leader programs.
By the end of 2013–2014:
• 375 Woodrow Wilson Fellowship teachers will be teaching math or science in high-minority and/or high-poverty schools and data on their placement and retention will be analyzed;
• 675 Teach Ohio teachers will be teaching in subject shortage areas in high-minority and/or high-poverty schools and data on their placement and retention will be analyzed; and
• 41 leadership teams consisting of principals and teacher leaders will be placed in Ohio’s 41turnaround schools, impacting nearly 33,000 students.
Ensure Equitable Distribution of Educators
To ensure that students in high-poverty and/or high-minority schools have equitable access to effective teachers and principals, Ohio will require teacher and principal preparation institutions, districts, and schools to employ evidence-based practices that increase the attraction, preparation, recruitment, hiring, placement, support, and retention of educators in low-performing, hard-to-staff schools.
Ohio’s plan encompasses five key actions:
• Establish three programs to increase the supply of effective teachers and principals: Teach Ohio, Woodrow Wilson Foundation STEM Teacher Fellowship Program, and the Turnaround Principal and Teacher Leader Programs;
• Implement effective practices that include use of differentiated incentive packages to recruit and retain effective educators to high-poverty and/or high-minority schools;
• Improve teaching and learning conditions to support effective teaching and learning to impact student success in high-minority and/or high-poverty schools;
• Provide intensive and high quality mentoring and induction support to new teachers and principals in low achieving schools; and
• Publish annually the distribution of effective and highly effective teachers and principals based on annual evaluations that include student achievement data as a significant factor.
Increase Higher Education Accountability
The State’s accountability system for teacher and principal preparation programs will link teacher and principal effectiveness data to teacher and principal preparation of Ohio Institutions of Higher Education (IHE) and alternative providers.
The Increase Higher Education Accountability project includes five tasks to ensure that teacher and principal preparation programs in Ohio are held accountable for the success of their graduates:
• Enhance high-quality program standards by revising licensure rules and aligning teacher and principal preparation program standards;
• Link evidence of teacher and principal effectiveness as reflected by specific metrics (including student growth measure) to preparation programs in Ohio and annually and publicly report these data;
• Develop and implement a rigorous process for review and approval of teacher and principal preparation programs and improvement or removal of ineffective programs;
• Create performance-based funding for public IHEs by expanding preparation options and programs that consistently produce effective teachers and principals; and
• Annually review unit and program data to incentivize expansion of preparation programs at IHEs that consistently produce effective teachers and principals.
Support Educators to Increase Student Growth
Ohio will develop a comprehensive system for professional growth that supports and expands educator effectiveness with strong induction programs for new teachers, underperforming teachers, and assistance for effective teachers to help grow their professional skills and advance along the differentiated career ladder pathways.
Through collaboration with districts and charter schools, teacher unions, administrators’ associations, and statewide networks, Ohio will implement the RttT project, Support Educators to Increase Student Growth. The following actions are part of this project:
• Implement a state system for professional development, which credentials local professional development systems that employ data to improve instruction and enhance the skills of teachers, principals and superintendents, including the use of regional professional development coaches;
• Provide scaffolded support to beginning teachers and principals, professional development for Advanced Placement Teachers, and targeted support to career technical teachers;
• Provide core curriculum and assessment support; and
• Establish the Appalachian Collaborative, a regional network of districts whose educators will engage in professional development that accelerates effective practices to improve human capital development and impact student growth.
Ohio Teacher Evaluation System (OTES) Timeline
April, July and August 2011
State Board of Education (SBOE) capacity committee provided updates/discussion on development and outside review completed by Education First.
September – October 2011
Updates to Capacity Committee.
December 31, 2011
Per HB 153, the SBOE will adopt a framework.
ODE posts application for State Trainers (regionally).
January - February 2012
Selection of State Trainers.
January – May 2012
Refinement of OTES model based on pilot feedback from participating districts and external review.
Updates to Capacity Committee.
February – May 2012
Train the Trainers and ODE to conduct series of informational webinars.
Roll out of regionally based training sessions for OTES.
Pilot invitation, selection and notification, RFP posted for external evaluator, Training day 1 –overview and Goal- Setting.
Training day 2 – observation component and collection of feedback from Goal-Setting component (day 1).
Training day 3 – observation component with coaching and substantive feedback to teacher as well as collecting feedback from Training day 2.
Early March 2012
Training day 4 – summative evaluation process including final teacher effectiveness rating.
Collect feedback on entire framework.
Receive feedback from external evaluator and make final revisions to model.