New Evaluation Images

Hot off the presses.  Here’s your updated information on Ohio’s Teacher Evaluation System.

Aren’t infographics just wonderful?  From this image, you can see the three levels of expected growth and their associated paths.  What you don’t see in this image is the ability for a teacher to have a say in his/her evaluator based on his/her evaluation.

A teacher with above expected performance will be able to

  • Develop his/her growth plan independently
  • Choose his/her credentialed evaluator (remember, these can come from within or can be contracted from without the district, but evaluator must have an administrative license and must attend and pass the OTES state-sponsored training)

A teacher with expected performance will

  • Develop his/her growth plan collaboratively with the evaluator
  • Have some input on choosing the credentialed evaluator

A teacher with below expected performance will

  • Develop his/her growth plan with evaluator
  • Be assigned an evaluator

The infographic also shows the timeline for evaluation pieces and conferences throughout the school year.

Recent amendments to SB316 also delineated the consequences for “ineffective” ratings on a single and successive evaluations.

My district isn’t in RttT.  Do I need to worry about this?

Yes.  If you haven’t already, then not later than July 1, 2013 (according to ORC 3319.111), your district must adopt an evaluation plan that aligns to the evaluation policies.  If you are a traditional public school not receiving RttT funds, and your bargaining agreement was entered into before September 29, 2011, your evaluation system must be in effect at the end of that bargaining agreement.  If your agreement was entered into after that date, your evaluation system must be in effect at the beginning of the 2013-2014 school year.

This infographic shows the requirements for value-added data in teacher evaluations.  Notice the percentage of the teacher value-added data or vendor assessment can be as low as 10% of the 50% student growth measure portion of the evaluation.

eTPES:  This is the first time I have heard of an electronic performance evaluation reporting system, but here’s the info:

The electronic system, Ohio eTPES (electronic Teacher and Principal Evaluation Systems), is a Web-based educator evaluation system for statewide use by Ohio school districts. The system will enable evaluators to collect and store evidence, artifacts and documented observations to determine educator performance based upon defined rubrics. The electronic system will include multiple measures of performance (50%) and student academic growth (50%). The Ohio eTPES products are under development by contractor RandA Solutions. The Ohio eTPES system will be available September 2012. This system will be available to all LEAs at no charge.

The information contained in eTPES will follow the information in the Ohio Teacher and Principal Evaluation Systems. Before using the eTPES, LEAs must align any locally developed or purchased teacher evaluation rubric to the OTES rubric.

The eTPES will be used by all LEAs to report teacher and principal effectiveness ratings. eTPES will include help screens and tutorials to assist LEAs in its use.

(5/16):  Here’s a series of videos from the Ohio Department of Education about the eTPES:

Training for Evaluators:  ODE has posted a schedule of training opportunities (you have to register through STARS to go).  They have plans to train 15,000 people in the next three years to administer these evaluations.  Because I love screenshots:

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6 thoughts on “New Evaluation Images

  1. Pingback: CCSS Tip Sheets from ODE « Turn On Your Brain

  2. Pingback: Five Things You Can Learn Tomorrow About Evaluating Ohio Teachers | StateImpact Ohio

  3. Pingback: ODE Tip Sheets–What Teachers Can Do Now to Prepare for 2014-2015 : AdLIT In Perspective

  4. Pingback: SB 316 « Turn On Your Brain

  5. Let’s not forget that the BOE policy should and will set forth a list of approved evaluators that are available to perform the districts evaluations. This list could be broken down by level, expertise, area of concentration, in/out of district, ect..

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    • I won’t lie that that makes me nervous. It’s hard enough within each building or within the district as a whole to come to common vision of what each area of rubric looks like in practice. No matter how objective the rubric is supposed to be, an outside evaluator will have his/her own understanding of what it looks like. That makes fair and equitable evaluations a challenge. (Glad to have you in the conversation–wish I would’ve known about your secret interests before now!!!)

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