HB 153 TEACHER EVALUATION AND STUDENT PERFORMANCE DATA. CENTRAL OEA/NEA IPD COMMITTEE [email protected]. A Bit of History. - PowerPoint PPT Presentation
HB 153 TEACHER EVALUATION AND STUDENT PERFORMANCE DATA
HB 153 TEACHER EVALUATION AND STUDENT PERFORMANCE DATACENTRAL
OEA/NEA IPD [email protected] Bit of HistoryThe
Governors Commission on Teaching Success was followed by the
passage of Senate Bill 2 in 2004, which mandated the creation of
the Educator Standards for the Teaching Profession, the Ohio
Standards for Principals and the Ohio Standards for Professional
Development.House Bill 1 in 2009 directed the Educator Standards
Board to recommend model evaluation systems for teachers and
principals to the State Board of Education for their review and
adoption. House Bill 153 in 2011 set requirements for ODE in
creating the OTES model. The OTES was created in response to this
mandate and was designed to be used to assess the performance of
Ohio Educators.
HB 153 Evaluation Framework RequirementsSec. 3319.112 (A) Not
later than December 31, 2011, the state board of education shall
develop a standards-based state framework for the evaluation of
teachers. The framework shall establish an evaluation system that
does the following:(1) Provides for multiple evaluation factors,
including student academic growth which shall account for fifty per
cent of each evaluation;(2) Is aligned with the standards for
teachers adopted under section 3319.61 of the Revised Code;(3)
Requires observation of the teacher being evaluated, including at
least two formal observations by the evaluator of at least thirty
minutes each and classroom walkthroughs;(4) Assigns a rating on
each evaluation in accordance with division (B) of this section;(5)
Requires each teacher to be provided with a written report of the
results of the teacher's evaluation;(6) Identifies measures of
student academic growth for grade levels and subjects for which the
value-added progress dimension prescribed by section 3302.021 of
the Revised Code does not apply;(7) Implements a classroom-level,
value-added program developed by a nonprofit organization described
in division (B) of section 3302.021 of the Revised Code;(8)
Provides for professional development to accelerate and continue
teacher growth and provide support to poorly performing
teachers;(9) Provides for the allocation of financial resources to
support professional development.(HB 153 as signed by the
Governor)
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HB 153 Local Requirements for Teacher EvaluationSec. 3319.111
[Effective 9/29/2011] Teacher evaluation(A) Not later than July 1,
2013, the board of education that of each school district, in
consultation with teachers employed by the board, shall adopt a
standards-based teacher evaluation policy that conforms with the
framework for evaluation of teachers developed under section
3319.112 of the Revised Code. The policy shall become operative at
the expiration of any collective bargaining agreement covering
teachers employed by the board that is in effect on the effective
date of this section and shall be included in any renewal or
extension of such an agreement.(B) When using measures of student
academic growth as a component of a teacher's evaluation, those
measures shall include the value-added progress dimension
prescribed by section 3302.021 of the Revised Code. For teachers of
grade levels and subjects for which the value-added progress
dimension is not applicable, the board shall administer assessments
on the list developed under division (B)(2) of section 3319.112 of
the Revised Code.(C)(1) The board shall conduct an evaluation of
each teacher employed by the board at least once each school year,
except as provided in divisions (C)(2) and (3) of this section. The
evaluation shall be completed by the first day of April and the
teacher shall receive a written report of the results of the
evaluation by the tenth day of April.(2) If the board has entered
into a limited contract or extended limited contract with the
teacher pursuant to section 3319.11 of the Revised Code, the board
shall evaluate the teacher at least twice in any school year in
which the board may wish to declare its intention not to re-employ
the teacher pursuant to division (B), (C)(3), (D), or (E) of that
section.One evaluation shall be conducted and completed not later
than the fifteenth day of January and the teacher being evaluated
shall receive a written report of the results of this evaluation
not later than the twenty-fifth day of January. One evaluation
shall be conducted and completed between the tenth day of February
and the first day of April and the teacher being evaluated shall
receive a written report of the results of this evaluation not
later than the tenth day of April.(3) The board may elect, by
adoption of a resolution, to evaluate each teacher who received a
rating of accomplished on the teacher's most recent evaluation
conducted under this section once every two school years. In that
case, the biennial evaluation shall be completed by the first day
of April of the applicable school year, and the teacher shall
receive a written report of the results of the evaluation by the
tenth day of April of that school year.
HB 153 Opportunities and ChallengesOpportunitiesCreate
evaluation systems that improve instructional. practice through
formative feedback and educator reflection.Design a complete system
of evaluation with formative feedback and support and not just a
typical observation check list.Work together to identify best
practices and scale them up through our locals.Bargain the process
for changing the evaluation system as well as the procedures,
practices and tools.Work collaboratively with administrators who
are subject to the same requirements.
HB 153 Opportunities and ChallengesChallengesShort timeline to
complete the work and operationalize the system (July 1,
2013).Unfunded mandate for non-RttT locals.Changing perceptions
(ours and theirs) about the purpose of evaluation.Incorporating
student growth in a way that benefits teachers and doesnt rank and
sort them.Limited state support at the present time.Non-explicit
requirement to create assessment systems to provide required
student growth metric.Annual evaluations for all but accomplished
teachers.
Evaluation Reform GuidelinesWe must begin with the belief that
the main purpose of teacher evaluation is improved teaching
practice and student learning.Teacher performance is to be measured
through multiple sources of evidence, with observation as one
source.Student performance is required to be 50% of the evaluation,
BUT student performance is to be measured through multiple sources
of data, not just a single standardized test score.The State Board
of Education has adopted a framework; districts must still develop
their evaluation system that includes processes, procedures and
forms.
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Evaluation 50% part 1Teacher PerformanceEach evaluation will
consist of two formal observations of the teacher at least thirty
minutes each in duration, as well as periodic classroom
walkthroughs.Teacher performance metrics must also use multiple and
variable sources of data, such as lesson plans, samples of student
work, classroom assessment results, and portfolios, in addition to
data from direct observation in classrooms.
Standard 1: StudentsTeachers understand student learning and
development and respect the diversity of the students they
teach.Teachers display knowledge of how students learn and of the
developmental characteristics of age groups.
Teachers understand what students know and are able to do and
use this knowledge to meet the needs of all students.
Teachers expect that all students will achieve to their full
potential.
Teachers model respect for students diverse cultures, language
skills and experiences.
Teachers recognize characteristics of gifted students, students
with disabilities and at-risk students in order to assist in
appropriate identification, instruction and intervention.
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Standard 2: ContentTeachers know and understand the content area
for which they have instructional responsibility.Teachers know the
content they teach and use their knowledge of content-area
concepts, assumptions and skills to plan instruction.
Teachers understand and use content-specific instructional
strategies to effectively teach the central concepts and skills of
the discipline.
Teachers understand school and district curriculum priorities
and the Ohio academic content standards.
Teachers understand the relationship of knowledge within the
discipline to other content areas.
Teachers connect content to relevant life experiences and career
opportunities.
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Standard 3: AssessmentTeachers understand and use varied
assessments to inform instruction, evaluate, and ensure student
learning.Teachers are knowledgeable about assessment types, their
purposes and the data they generate.
Teachers select, develop and use a variety of diagnostic,
formative and summative assessments.
Teachers analyze data to monitor student progress and learning,
and to plan, differentiate and modify instruction.Teachers
collaborate and communicate student progress with students, parents
and colleagues.Teachers involve learners in self-assessment and
goal setting to address gaps between performance and potential.
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Standard 4: InstructionTeachers plan and deliver effective
instruction that advances the learning of each individual
student.Teachers align their instructional goals and activities
with school and district priorities and Ohios academic content
standards.
Teachers use information about students learning and performance
to plan and deliver instruction that will close the achievement
gap.
Teachers communicate clear learning goals and explicitly link
learning activities to those defined goals.
Teachers apply knowledge of how students think and learn to
instructional design and delivery.
Teachers differentiate instruction to support the learning needs
of all students, including students identified as gifted, students
with disabilities and at-risk students.
Teachers create and select activities that are designed to help
students develop as independent learners and complex
problem-solvers.
Teachers use resources effectively, including technology, to
enhance student learning.
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Standard 5: Learning Environment Teachers create learning
environments that promote high levels of learning and achievement
for all students.Teachers treat all students fairly and establish
an environment that is respectful, supportive and caring.
Teachers create an environment that is physically and
emotionally safe.
Teachers motivate students to work productively and assume
responsibility for their own learning.
Teachers create learning situations in which students work
independently, collaboratively and/or as a whole class.
Teachers maintain an environment that is conducive to learning
for all students.
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Standard 6: Collaboration and CommunicationTeachers collaborate
and communicate with students, parents, other educators,
administrators and the community to support student learning.
Teachers communicate clearly and effectively.
Teachers share responsibility with parents and caregivers to
support student learning, emotional and physical development and
mental health.
Teachers collaborate effectively with other teachers,
administrators and school and district staff.
Teachers collaborate effectively with the local community and
community agencies, when and where appropriate, to promote a
positive environment for student learning.
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Standard 7 : Professional Responsibility and Growth Teachers
assume responsibility for professional growth, performance and
involvement as an individual and as a member of a learning
community.
Teachers understand, uphold and follow professional ethics,
policies and legal codes of professional conduct.
Teachers take responsibility for engaging in continuous,
purposeful professional development.
Teachers are agents of change who seek opportunities to
positively impact teaching quality, school improvements and student
achievement.
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Teacher Performance Evaluation Rubric The Teacher Performance
Evaluation Rubric is intended to be scored holistically. This means
that evaluators will assess which level provides the best overall
description of the teacher. The scoring process is expected to
occur upon completion of each thirty (30) minute observation and
post-conference. The evaluator is to consider evidence gathered
during the pre-observation conference, the observation, the
post-observation conference, and classroom walkthroughs (if
applicable). When completing the performance rubric, please note
that evaluators are not expected to gather evidence on all
indicators for each observation cycle. Likewise, teachers should
not be required to submit additional pieces of evidence to address
all indicators. The professionalism section of the rubric may use
evidence collected during the pre-observation and post-observation
conferences as well as information from the Professional Growth
and/or Improvement Plan (if applicable).
Using Evidence to Inform Holistic Performance RatingsTeacher
Evaluation as required by Amended Substitute House Bill Number 153
(HB 153) relies on two key evaluation components: a rating of
Teacher Performance and a rating of student academic growth, each
weighted at fifty percent of each evaluation. The following
guidance speaks to the Teacher Performance rating component,
utilizing the state model Teacher Performance Evaluation Rubric.The
following is suggested step-by-step guidance for evaluators to
review and analyze multiple data points that inform teacher
performance ratings.
(See attached document for Teacher Performance Evaluation
Rubric.)
Using Evidence to Inform Holistic Performance RatingsStep 1:
Gather evidence
Step 2: Issue a holistic performance rating
Step 3: Issue the end-of-year performance rating
(See attached document for rating guidelines.)
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Evaluation 50% part 2Student Growth MeasuresStudent academic
growth will be measured through multiple measures which must
include value-added scores on evaluations for teachers where
value-added scores are available. Value-added scores are ONLY
available for tested grades and subjects, math and reading in
grades 38. Some extended reports are available in locals who
participate in Battelle for Kids projects.Even if there are
value-added scores, there must be additional student growth
measures for all teachers.
Three Categories of Student Growth MeasuresDistricts will create
a local student growth measure worth 50% of the evaluation from a
combination of the following:Value-Added Data,ODE-approved Student
Assessments,(See attached document for Vendor List or check the ODE
website.)LEA developed measures following ODE guidelines.
VA Linkage Process Designed to ensure that teachers are
accurately linked to the students they taught and the instruction
they provided.
What is Linkage?Process of accurately linking students to
teachers for the purpose of ensuring accuracy of value-added
reports.Captures the instruction that each teacher provides over
the course of a school year.Teachers verify the students and
subjects that they taught.Teachers indicate the timeframe that they
taught each student and whether any other teacher also provided
instruction for a particular content area.
VA Linkage Process
VA Linkage Process Next Steps Your District MAY Be
ConsideringTeacher record-keeping throughout school year
Percent of Instructional TimeIS, ESL, Reading Support, GIS,
Title 1, Teacher of Record
Review EMIS Course / Class AssignmentsEMIS Data Extractions in
February
Teacher Access and Awareness
Interactive Local Report Cardhttp://ilrc.ode.state.oh.usSuccess
Websitehttp://portal.success-ode-state-oh-us.infoOhios Value Added
(EVAAS)https://ohiova.sas.com/evaas/signin.facesOhios Online
Assessment Reporting
Systemhttps://reports.success-ode-state-oh-us.info/Login.aspxInteractive
Local Report Cardhttp://ilrc.ode.state.oh.us
Success Websitehttp://portal.success-ode-state-oh-us.info
Success Websitehttp://portal.success-ode-state-oh-us.info
Ohios Online Assessment Reporting
Systemhttps://reports.success-ode-state-oh-us.info/Login.aspx
Battelle For Kids Ohio Learn
Portalwww.BattelleforKids.org/Ohio
Developing a Student Assessment SystemUse the assessments you
have first.Determine what assessments you need to create a
rigorous, comparable and inclusive assessment system that is
designed to provide student performance data to be used for
educator professional growth and also for inclusion in an
evaluation system.Chart a course of action with a timeline, persons
responsible and deliverables.
Developing a Student Assessment SystemRequiring student
performance in teacher evaluations means districts will need to:Map
current school-based and district-wide assessments in all grades
and subjects.Determine where assessment gaps exist.Create groups of
educators to select/develop appropriate assessments for gaps.Create
an assessment timeline for all grades and subjects.Collect, analyze
and store student performance data.Provide time and training for
educators to work together with student data to improve their own
instruction.
Developing a Student Assessment System
SLOs A Student Learning Objective (SLO) process will be utilized
for LEA-determined measures.
Student Learning Objectives (SLOs). SLOs are goals identified by
a teacher or group of teachers that identify expected learning
outcomes or growth targets for a group of students over a period of
time. SLOs are determined by teachers after analyzing data on
student academic performance and identifying areas that need a
targeted effort for all students and subgroups of students. As a
way to measure student growth, the objectives demonstrate a
teachers impact on student learning within a given interval of
instruction. Further, they enable teachers to use their own
knowledge of appropriate student progress to make meaningful
decisions about how their students learning is measured. As a
collaborative process, SLOs also support teacher teams in their use
of best practices.
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Bargaining ConsiderationsWith a July 1, 2013 deadline for system
completion, evaluation work will need to begin ASAP and may not fit
into current bargaining cycle.Effective evaluation reform will
require collaboration with administration at a very different level
in many locals.Future evaluation language in CBAs will need to
include all processes, procedures and tools.Stakes are high; we
cant afford to adopt systems that arent designed to support
teachers.
Bargaining ConsiderationsComposition and selection of evaluation
team members.Timeline for evaluation work.Compensation for work
outside of the school day.Mandatory training for evaluators for
observation protocols and ratings. (mandated by HB153)Training for
staff about evaluation processes, procedures and tools.No-fault
piloting provision to work out problems.
Bargaining ConsiderationsProfessional Development on how to
analyze student growth data.Time to analyze student growth data and
time to plan instruction based on that data.Percentages for
indicating Student Growth Measures.Which SGMs are to be used from
the ODE approved list.Developing District SGMs based on ODE
criteria.What is used as evidence of Educator Performance, i.e.
professional portfolios, logs, charts, examples of student work,
etc.What forms are to be used for observations and educator
performance.
Bargaining ConsiderationsDue Process for helping under
performing educators.Due Process for removal of educators.Define
what constitutes a walk through.What is the definition of
comparable evaluation for purpose of seniority and RIF.Choosing an
evaluator.How many years of student growth data are used.
Next Steps for Transforming EvaluationIdentify and engage
district evaluation team, including teachers from various
levels/areas.Review and analyze teacher current evaluation polices
and rules. Conduct ODE Evaluation GAP Analysis.Review effective
evaluation models including the OTES.Select/Develop a district
evaluation system and tools.Map and develop student assessments
that will provide student performance data.Create training for
evaluators and teachers.Construct a pilot timeline.Have volunteer
teachers and evaluators pilot the system.Review and revise the
system based on pilot data.Train all evaluators and
teachers.Implement the new evaluation system.
Additional HB 153 RequirementsAt the local level, the board of
education will include in its evaluation policy, procedures for
using the evaluation results for retention and promotion decisions
and for removal of poorly-performing teachers. Seniority will not
be the basis for teacher retention decisions, except when deciding
between teachers who have comparable evaluations.The local board of
education will also provide for the allocation of financial
resources to support professional development.
ResourcesTeacher Evaluation Systems materials and resources
(login required) http://www.ohea.org/teacher-evaluation-systems
www.lauragoe.com Includes various state and local systems and
examples of multiple measures for teacher performance and student
growthTeacher Assessment and Evaluation: The NEA's Framework
http://www.nea.org/home/41858.htm Getting Teacher Assessment Right:
What Policymakers Can Learn from Research -- the source for Dr.
Hincheys presentation:
http://nepc.colorado.edu/publication/getting-teacher-assessment-right
ResourcesGoe, L., Bell, C., & Little, O. (2008). Approaches
to evaluating teacher effectiveness: A research synthesis.
Washington, DC: National Comprehensive Center for Teacher
Quality.Goe, L., Holdheide, L., Miller, T. (2011) A practical guide
to designing comprehensive teacher evaluation systems. Washington,
DC: National Comprehensive Center for Teacher Quality.Hinchy, P.
(2010). Getting Teacher Assessment Right: What Policymakers Can
Learn From Research. Boulder, CO: National Education Policy
Center.Mathers, C., Oliva, M., with Laine, S. W. M. (2008).
Improving instruction through effective teacher evaluation: Options
for states and districts. Research and Policy Brief. Washington,
DC: National Comprehensive Center for Teacher Quality.National
Education Association. (2009). Teacher evaluation systems: The
window for opportunity and reform. Washington, D.C.Stronge, J. H,
& Tucker, P. D. (2003). Handbook on teacher evaluation:
Assessing and improving performance. Larchmont, NY: Eye on
Education.
Contact InformationMichele [email protected]
[email protected] [email protected]
[email protected]
[email protected]
Contact InformationPatty
[email protected]
[email protected]
[email protected]
[email protected]
Contact InformationDona
[email protected]
[email protected]
[email protected] [email protected]
Teacher Performance4321Student Growth Measures
AboveAccomplishedAccomplishedProficientDevelopingExpectedProficientProficientDevelopingDevelopingBelowDevelopingDevelopingIneffectiveIneffectiveEvaluation
Matrix17Teacher Performance4321Student Growth Measures
AboveAccomplishedAccomplishedProficientDevelopingExpectedProficientProficientDevelopingDevelopingBelowDevelopingDevelopingIneffectiveIneffectiveEvaluation
Matrix17
