Teacher Evaluation in Ohio. Policy, Practice and Possibility

Transcription

1 Teacher Evaluation in Ohio Policy, Practice and Possibility

2 Framing What We Know Purposes of Teacher Evaluation Realities of Teacher Evaluation Effective Teacher Evaluation Changes in Teacher Evaluation

3 The Purposes of Teacher Evaluation To improve instruction by facilitating professional growth and development To identify needs for staff development activities To ensure teaching quality by bringing assistance to marginal teachers To inform personnel decisions (retention, transfer, tenure, promotion, dismissal)

4 Ohio Requirements for Teacher Evaluation Evaluating teachers on limited contracts. Conducted twice in the school year 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. Evaluation is conducted by a superintendent, assistant superintendent, principal vocational director or a supervisor in any educational person designated to conduct evaluations under an agreement providing for peer review entered into by a board of education and representatives of teachers employed by that board.

5 Ohio Requirements for Teacher Evaluation These evaluation procedures must include: (1) Criteria of expected job performance in the areas of responsibility assigned to the teacher being evaluated; (2) Observation of the teacher being evaluated by the person conducting the evaluation on at least two occasions for not less than thirty minutes on each occasion; (3) A written report of the results of the evaluation that includes specific recommendations regarding any improvements needed in the performance of the teacher being evaluated and regarding the means by which the teacher may obtain assistance in making such improvements.

6 The Realities of Teacher Evaluation Rarely goes beyond the minimal requirements for evaluation prescribed in law Rarely tied into the professional development system Usually conducted by administrators with little or no training Usually consists of a brief classroom observation and completion of a checklist

7 Traditional Teacher Evaluation Model Focus on minimal competency Lack of emphasis on instructional improvement: Limited characteristics/behaviors assessed Undifferentiated performance levels-- satisfactory/unsatisfactory Minimal evidence, e.g., one whole or partial class observation

8 Traditional Teacher Evaluation Model Administrator as evaluator Minimal or no training for evaluator One-shot evaluation experience One-way communication in evaluation process Variability/inconsistency based on subjectivity of evaluator Little or no feedback/process for improving performance

9 Teacher Evaluation and Local Control Each district can design and develop its own evaluation process within the framework of the law Each district can create or adopt its own evaluation instrument Each district has the responsibility for preparing its own evaluators

10 Characteristics of Effective Teacher Evaluation Systems Framed by standards Links evaluation to school goals Gathers and uses data on teacher performance Establishes feedback mechanisms, and Includes ways to meaningfully involve teachers in the process

11 Characteristics of Effective Teacher Evaluation Systems Utilizes multiple and variable sources of data on teacher performance. Effective evaluation systems use multiple and variable data such as lesson plans, samples of student work, assessment results, and portfolios, in addition to data from direct observation in classrooms.

12 Characteristics of Effective Teacher Evaluation Systems Effective Teacher Evaluation Improves school climate Positions the principal as an instructional leader Builds links between school improvement, professional development, teacher evaluation and student learning. (Bradshaw & Joyner, 2002)

13 Peer Review Teacher Evaluation Model Experienced teachers are evaluators Extensive training for evaluators Longitudinal evaluation experience Two-way communication in evaluation process Variability minimized through training and recalibrating Extensive feedback for improving performance

14 Ohio s Current Teacher Evaluation Work The Process An Evaluation Committee has been created to work under the ESB to: review current research on teacher evaluation and professional development; review what is in legislation in regard to teacher evaluation in Ohio; draft the model teacher and principal evaluation instruments and processes.

15 HB 1 Teacher Evaluation Changes Sec of the ORC requires the Educator Standards Board to: (6) Develop model teacher and principal evaluation instruments and processes. The models shall be based on the standards developed under division (A) of this section. (7) Develop a method of measuring the academic improvement made by individual students during a one-year period and make recommendations for incorporating the measurement as one of multiple evaluation criteria into each of the following:

16 HB 1 Teacher Evaluation Changes (a) Eligibility for a professional educator license, senior professional educator license, lead professional educator license, or principal license issued under section of the Revised Code; (b) The Ohio teacher residency program established under section of the Revised Code; (c) The model teacher and principal evaluation instruments and processes developed under division (F)(6) of this section.

17 Creating Conditions for Effective Evaluation Systems Identify the purpose of evaluation to improve teacher performance and inform professional development Involve teachers in the design of the evaluation system from the beginning Study evaluation designs to find the best fit for the local Align the evaluation system with the Standards for Ohio Educators Require training and recalibration for all evaluators Use multiple data sources supplied by both teacher and evaluator Use instruments and methods that provide robust formative feedback, as well as summative feedback Use student performance data ONLY to evaluate how a teacher uses it to inform and improve practice Solicit feedback from teachers about the effectiveness of the evaluation model