OTES/OPES and Highly Effective Teachers Matthew Lutz, Director Julia Simmerer 2013

Skilled

House Bill 59  

Improvem

ent  

Plan

 Profession

al  Growth  Plan   Formal  Observa7on    

   Classroom    Walkthroughs/  Informal  Observa7ons        Pre-­‐conference        Observa7on        Post-­‐conference        Complete  Performance  Rubric  

Formal  Observa7on  and  Classroom  Walkthroughs/            

Informal  Observa7ons          

Pre-­‐conference          

Observa7on  (both  completed    

by  May  1)      

Post-­‐conference      

Complete  Performance    Rubric  

   WriGen  Report  

(by  May  10)  

Mid-­‐Year  R

eview  

and  

Conferen

ce  

Final  Review  

and  

Conferen

ce  

Teacher Performance on Standards  

HB 555 Changes Category A

3 Measures of Student Growth

Value-Added Local Measures

•  EVAAS Reports •  4-8 Rd/Math •  Other grades &

subjects may be added in the future

•  Student Learning Objectives (SLOs)

•  Shared Attribution

•  (Other) Vendor Assessments

Approved  Vendor  Assessments  

  Approved ODE List

  Provides a 1-5 rating

Value-Added Trainings Trainings offered now through November by

• Battelle for Kids • Search • STARS: Value-Added

• Value-Added Data • Loaded into eTPES November

The SLO Development Process

SLO Template Checklist

Growth Target(s):

 All students have a growth target (not necessarily a passing score).

 Refers to baseline/pretest data.  Provides tiered targets to encompass all learners. (Rank order pretest scores and look for breaks in the data to identify tiers.)

   

Writing and Approving SLOs

SLO Template and Checklist

SLO Scoring Matrix Percentage of students

that met or exceeded growth target

Descriptive rating Numerical rating

90-100 Most Effective 5

80-89 Above Average 4

70-79 Average 3

60-69 Approaching Average 2

59 or less Least Effective 1

Entered in eTPES

Support Carolyn Everidge-Frey

Assistant Director Office of Educator Equity and Talent

614-644-7446 Carolyn.Everidge-Frey@education.ohio.gov SGM@education.ohio.gov

 

Regional Student Growth Measure Specialists

Chad Rice   Southeast   chad.rice@mvesc.org  

Mark Robinson  

Northeast   m.robinson@mahoningesc.org  

Donna Huber   Central   huber.donna@moesc.net

Apryl Ealy   Northwest   aealy@auglaizeesc.org

Katrina Wagoner  

Southwest katrina.wagoner@hcesc.org

Assessment Literacy Trainings • ODE and Battelle for Kids offering training in identifying and developing assessments for measuring student growth

• Search • STARS: Assessment Literacy

Assessment Literacy Specialists •  State Coordinator – Tom Musgravetom.musgrave@escco.org Regional Specialists •  Northwest – Shannon Pence •  spence@auglaizeesc.org •  Northeast – Tom Rounds •  Thomas.Rounds@esc-cc.org •  Southeast – Holly Lavender •  Holly.lavender@mvesc.org •  Southwest – Liz Wolfe-Eberly •  Elizabeth.Wolfe@mcesc.org •  Central – Cathryn Everidge-Shaw cathryn.shaw@escco.org

Principal’s Toolkit

Principal Evaluation System

July 1, 2013

Local procedures for the evaluation of principals in place Per House Bill 153

Assistant Principals

Assistant principals must have evaluations comparable to teachers Tailored to duties and responsibilities

Senate Bill 316

Purpose of OPES Professional growth focused on enhancing

knowledge and skills.

Continuous improvement to impact higher levels of student performance.

Quality assurance focused on the collection

of evidence to document performance.

Expectations for Principal

Plan conferences with evaluator to mutually establish goals, action plans, and evidence.

Collect and share related data to verify

accomplishment of goals.

Final conference to reflect on progress, achievements, and continued development.

Expectations for Evaluator

Plan conferences with principal, including summative evaluation.

Provide appropriate & timely feedback.

Formal observations of the principal and written reports with reinforcement/refinement areas.

OPES Model

Principal Performance Profession

al  Growth  Plan  

Improvem

ent  

Plan

 

Forma7ve  Assessment  

Forma7ve  Assessment  

Mid-­‐Year  R

eview  

and  

Conferen

ce  

Final  Review  

and  

Conferen

ce  

The OPES Model

1.  Self-Assessment on 5 Standards

2.  Professional Growth/ Improvement Plan

3.  Gather evidence (ongoing)

4.  Formative Assessments

5.  Student Growth Measures

6.  Final Summative Rating

Self-Assessment Tool

*Self-­‐Assessment  Handout  

Self-Assessment Tool

Reviews elements for each standard area.

Records evidence to document strengths.

Reviews the unmarked areas and identifies 1-2 areas of focus for continued growth.

The Goal-Setting Process Goals focused on the standards should be developed using multiple data sources and should meet SMART criteria:

S - Specific M - Measurable A - Attainable R - Results-oriented T - Time-Bound

How many goals?

OPES Model Suggests Two: One Focused on student achievement

One focused on skills and knowledge

No more than 3 – 5 goals

Ohio Electronic System Web-based system to automate the teacher and principal evaluation systems

Districts are required to use eTPES for reporting to ODE  

Overview of eTPES Superintendent Webinar Principal Webinar Teacher Webinar

eTPES Resources

eTPES Mid-Year Status Report

December 31, 2013- LEA must be logged into eTPES Compliance issues will be sent to Districts and addressed by the appropriate ODE offices

HQT or HET

Is Highly Effective Teacher the new terminology for Highly Qualified Teacher?

NO. Let’s review HQT first.

Highly Qualified Teacher (HQT) The federal No Child Left Behind (NCLB) Act requires all teachers to be highly qualified in the core academic subject(s) they instruct.  English, language arts, reading, science,

mathematics, arts (music, visual arts, dance and drama),foreign language, government and civics, history, economics

and geography.

Highly Qualified Teacher Three requirements for meeting HQT:

1) A bachelor’s degree; 2) A certificate/license that is appropriate to the grade and subject they are teaching; AND 3) Demonstrate their subject area expertise in the core academic subject(s) they teach. If any part is missing, the teacher cannot be HQT.

Based upon teacher evaluation ratings from Ohio’s Teacher Evaluation System (OTES)

HET

HET Components

1.  Teacher Performance Rating 2.  Student Academic Growth Rating With the Final Summative Ratings reported through the electronic Teacher and Principal Evaluation System (eTPES)

HQT & HET

• HQT focuses on teacher quality – Continue to be reported in EMIS

• HET focuses upon teacher effectiveness – Schools use eTPES

• Issues of equity and equitable distribution should begin moving to HET

education.ohio.gov

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