Examining the Trend of Change in regards to Ohio’s Common Core Standards and Teacher Accountability and Evaluation Jamie S. Rawson EDU 723/Lesson 8 November 21, 2013

CHANGE Change in general simply means to make or become differentChange in general simply means to make or become different Mixture of emotionsMixture of emotions Excitement, apprehension, fear, resistance, elation, reliefExcitement, apprehension, fear, resistance, elation, relief

Changes in Education Some of these changes are:Some of these changes are: Ohio’s New Learning StandardsOhio’s New Learning Standards Ohio’s Next Generation AssessmentsOhio’s Next Generation Assessments School and District report cardsSchool and District report cards Educator EvaluationsEducator Evaluations

Common Core In June 2010, the State Board of Education adopted the Common Core State Standards in English language arts and mathematics, the results of a multi-state effort. The board also adopted more rigorous versions of Ohio's academic content standards in science and social studies. All four sets of standards will underpin teaching in Ohio classrooms by , but schools are encouraged to begin using the standards now to prepare students for corresponding assessments that begin in

Common Core Math and LA are called Common Core State Standards because Ohio and other states chose to develop them, not the federal governmentMath and LA are called Common Core State Standards because Ohio and other states chose to develop them, not the federal government Ohio education leaders and teachers developed the Science and Social Studies standards and together all four are called Ohio’s New Learning StandardsOhio education leaders and teachers developed the Science and Social Studies standards and together all four are called Ohio’s New Learning Standards Drill much deeper into each areaDrill much deeper into each area Learning to apply more knowledge and skills in subject content than ever beforeLearning to apply more knowledge and skills in subject content than ever before Have a better foundation in Science and TechnologyHave a better foundation in Science and Technology Standards do not tell teachers how to teach or what textbooks to use.Standards do not tell teachers how to teach or what textbooks to use.

ONLS Ways to prepareWays to prepare Crosswalk which allows educators to compare Ohio's New Learning Standards with the academic content standards being phased out by Crosswalk which allows educators to compare Ohio's New Learning Standards with the academic content standards being phased out by model curriculum of teaching strategies and resources aligned to the College and Career Ready Standards.model curriculum of teaching strategies and resources aligned to the College and Career Ready Standards.

Potential threats Teacher frustration due to the changesTeacher frustration due to the changes Retainment/recruitment issuesRetainment/recruitment issues Teachers out of the classroom more for professional development..$Teachers out of the classroom more for professional development..$ Poor test scores/student performance..not properly prepared for the assessmentsPoor test scores/student performance..not properly prepared for the assessments

Opportunities Increased student achievementIncreased student achievement college-career readinesscollege-career readiness Greater sense of collaboration with peers ( teacher/teacher)Greater sense of collaboration with peers ( teacher/teacher) Professional Development/growthProfessional Development/growth empowering, rejuvenatingempowering, rejuvenating Communication/collaborati on with Parents/communityCommunication/collaborati on with Parents/community Use of 21 st century skillsUse of 21 st century skills Personalized instructionPersonalized instruction Increased student interest/participationIncreased student interest/participation

Timeline Ohio’s New Learning Standards must be implemented in the academic school year.Ohio’s New Learning Standards must be implemented in the academic school year. ODE encourages districts to start implementing the Ohio's New Learning Standards this yearODE encourages districts to start implementing the Ohio's New Learning Standards this year To alleviate fear, anxiety and frustration among all staff, it is recommend to get started now by preparing for these changesTo alleviate fear, anxiety and frustration among all staff, it is recommend to get started now by preparing for these changes

State Transition June July School Year School Year School Year School Year Phase 1- Communication and Awareness  Statewide awareness and understanding of the new academic standards and model curriculum  Participating member in both national assessment consortia  OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards  Accountability based on the OAA and OGT Phase 2 - Alignment and Refinement  Curriculum alignment to the new standards  National assessment consortia and state assessment development work  OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards  Accountability based on the OAA and OGT Phase 3 - Alignment and Initial Transition  Continued alignment and initial implementation of aligned curriculum and instruction  National assessment consortia and state assessment development work  OAA and OGT assessments aligned to the Ohio’s 2001 and 2002 academic standards  Accountability based on the OAA and OGT Phase 4 - Complete Transition and Full Implementation  Implementation of local curriculum & instruction aligned to the CC and state revised standards.  National and state assessments fully operational  Accountability based on the new national- and state- level assessments Development and implementation of necessary resources and professional development for a successful transition to Ohio’s Integrated Educational System

Recommenations Review, collaborate and implementReview, collaborate and implement Develop professionallyDevelop professionally Analyze dataAnalyze data Assess and refineAssess and refine Use technologyUse technology Engage on EvaluationEngage on Evaluation

administrators Review Curriculum CrosswalksReview Curriculum Crosswalks Study the simulationsStudy the simulations Evaluate/Adopt a board policy by July 1, 2013Evaluate/Adopt a board policy by July 1, 2013 Professional DevelopmentProfessional Development Dive deep into dataDive deep into data Study the questionsStudy the questions Embrace technologyEmbrace technology

Respond to the Assessment SurveyRespond to the Assessment Survey EngageEngage

Educator evaluations 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 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. The Ohio Teacher Evaluation System (OTES) was created in response to this mandate and designed to ass the performance of Ohio Teachers.The Ohio Teacher Evaluation System (OTES) was created in response to this mandate and designed to ass the performance of Ohio Teachers. will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement.will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement.

otes Evaluations have two components, each weighted at 50 percent: Evaluations have two components, each weighted at 50 percent: 1.) Teacher performance rating, determined from: a professional growth plan, two 30 minute observations and walkthroughs1.) Teacher performance rating, determined from: a professional growth plan, two 30 minute observations and walkthroughs 2.) Student academic growth rating2.) Student academic growth rating

The OTES was collaboratively developed by Ohio teachers, school administrators, higher education faculty, and representatives from Ohio’s professional associations, in collaboration with national experts in the area of teacher evaluation. The OTES is designed to be research-based, transparent, fair and adaptable to the specific contexts of Ohio’s districts (rural, urban, suburban, large, and small). The evaluation system builds on what we know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice.The OTES was collaboratively developed by Ohio teachers, school administrators, higher education faculty, and representatives from Ohio’s professional associations, in collaboration with national experts in the area of teacher evaluation. The OTES is designed to be research-based, transparent, fair and adaptable to the specific contexts of Ohio’s districts (rural, urban, suburban, large, and small). The evaluation system builds on what we know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice.

The challenge for measuring student growth is that there is not a single student assessment that can be used for all teachers. Local education agencies (LEAs) must use Value-Added data from the state Ohio Achievement Assessments when available. If those are not applicable for a given subject or grade, LEAs can choose to use other assessments provided by national testing vendors and approved for use in Ohio. For subjects without state assessments or approved Vendor assessments – such as art or music – LEAs should establish a process to create Student Learning Objectives (SLOs) to measure student progress.The challenge for measuring student growth is that there is not a single student assessment that can be used for all teachers. Local education agencies (LEAs) must use Value-Added data from the state Ohio Achievement Assessments when available. If those are not applicable for a given subject or grade, LEAs can choose to use other assessments provided by national testing vendors and approved for use in Ohio. For subjects without state assessments or approved Vendor assessments – such as art or music – LEAs should establish a process to create Student Learning Objectives (SLOs) to measure student progress.

opes Ohio's new system for evaluating principals (Ohio's Principal Evaluation System - OPES) will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement.Ohio's new system for evaluating principals (Ohio's Principal Evaluation System - OPES) will provide educators with a richer and more detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The Ohio Principal Evaluation System (OPES), adopted December 2008 by the State Board of Education, is designed to be used to assess the performance of Ohio principals.The Ohio Principal Evaluation System (OPES), adopted December 2008 by the State Board of Education, is designed to be used to assess the performance of Ohio principals.

opes Evaluations have two components, each weighted at 50 percent:Evaluations have two components, each weighted at 50 percent: 1.) Principal performance rating, determined from:1.) Principal performance rating, determined from: A professional growth planA professional growth plan Two 30 minute observationsTwo 30 minute observations WalkthroughsWalkthroughs 2.) Student academic growth rating2.) Student academic growth rating The electronic Teacher and Principal Evaluation System (eTPES) is the required accountability system for conducting and documenting educator evaluations and calculating ratings.The electronic Teacher and Principal Evaluation System (eTPES) is the required accountability system for conducting and documenting educator evaluations and calculating ratings.

Evaluation Threats Legal issues/lawsuitsLegal issues/lawsuits How the public and media will talk about these teacher evaluations/reportsHow the public and media will talk about these teacher evaluations/reports The end of one sized fits all professional developmentThe end of one sized fits all professional development Time for administrators to complete all of these evaluations and be instructional leadersTime for administrators to complete all of these evaluations and be instructional leaders Teachers exiting the profession or not wanting to teach in these “Value Added” content areasTeachers exiting the profession or not wanting to teach in these “Value Added” content areas

Opportunities Local boards of education must adopt policies about how they’ll use evaluation results for promotion and termination decisions. Seniority can not be the basis for teacher retention decisions, except when deciding between teachers who have comparable evaluations.Local boards of education must adopt policies about how they’ll use evaluation results for promotion and termination decisions. Seniority can not be the basis for teacher retention decisions, except when deciding between teachers who have comparable evaluations. StipendsStipends Weeds out ineffective teachers or places them elsewhereWeeds out ineffective teachers or places them elsewhere Improved performance teacher and studentImproved performance teacher and student

recommendations Take self initiative for your own responsibilities byTake self initiative for your own responsibilities by Educating yourself regarding the expectations and changesEducating yourself regarding the expectations and changes Seek professional developmentSeek professional development Talk to your administrators and other staff membersTalk to your administrators and other staff members Stay informed and aware of changesStay informed and aware of changes

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