1. Ohio Teacher Evaluation System: Assessment of Teacher Performance

3. Training Purposes/Objectives
Understand and be able to apply the OTES Framework.
Be prepared to utilize the observation processes (pre-conference, observation, post-conference) presented from the Teacher Performance OTES framework component.
Understand and apply necessary tools from the OTES model
Understand and apply the evaluation rubric to personal classroom practice
The OTES framework includes: professional growth or improvement plan, informal observations, 2 or 3 formal observations, 2 or 3 post conferences (one mid-year and one final review), student growth measures and a final summative rating that includes the teacher and the student data. Teachers can rate Ineffective, Developing, Proficient (Rock Solid – what effective teaching should be – focus column) or Accomplished (Super Star) during any of the evaluations, on student achievement data and during the overall summative rating.

4. Purpose
“The (OTES) evaluation procedure is to be used for the improvement of instruction and learning with the teacher and evaluator working collaboratively in support of the teacher to achieve that goal.”

5. Text Rendering
Purpose: To collaboratively construct meaning, clarify and expand our thinking about a text or document
Each table will be assigned a document that they need to render (count off by 6)
“Professional Growth/Improvement Plan” (p )
“Implementing the OTES Process” (p.65-66)
“Using the Evidence to Inform Holistic Performance Ratings” (p )
Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is
Check How many Groups do you have at MS/HS
Explain a text rendering and list it as a strategy
Use my example in my workbook
20 minutes to allow each group to complete the text rendering process (see next slide and in Administrator/Trainer manual appendix).
Count of by 6 – Get together with your number
Groups 1 and 4 read A
Groups 2 and 5 read B
Groups 3 and 6 read C

6. Text Rendering
Set Up:
Take 3-5 minutes to read the document your group has been assigned. After you are done reading:
Place a star next to the paragraph that you believe is most important
Underline the sentence within the paragraph that you think is most important H
Highlight the word that best captures the main point of the paragraph.
Steps:
P. 62
Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group
Each participant should have this handout in their Handbook to support this process.
Page 62

7. Present Your Text Rendering Findings
Each group will present their text rendering and the ‘big ideas’ they got from each document.
Point to the spokesperson from your group.

8. The Whole….. P. 70 and handout in pouch
Administrator/Trainer will walk through the framework, highlighting items that the participants already brought up. See notes in your Administrator/Trainer manual appendix to support your understanding of this flow-chart
Page 67

9. The Part of our focus Today

10. Evaluation Documents (Prior to Formal Observation)
Self Assessment Summary
Professional Growth Plan pp
Students
Content
Assessment
Instruction
Learning Environment
Collaboration and Communication
Professional Responsibility and Growth
p. 29
Annual Focus
Student Achievement Goal
Teacher Performance Goal
SMART Goals – See SMART Goal handout in notebook.

11. eTPES Electronic Portal Teacher Evaluation System
Principal Evaluation System
User:
PW: Welcome1

12. Placemat Consensus
2 minutes to
write individually
3 minutes to talk and reach consensus
Participant B
Participant A
Consensus
Elements
5 minutes
to debrief
Participant D
Participant C
Consensus Map
Break – Gallery Walk
When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

13. Whole School Consensus
Now that each group has come up with their own consensus, lets take a moment to make a whole school consensus
What is it that we would expect to see in a classroom that is deemed “effective”?
Build connections from prior learning and knowledge
Now let’s take a look at the OTES framework

14. Introduce Rubric
3 Big Areas
Each area has Standards
Each standard has Indicators
Indicators establish clear expectations and targets for teachers’ success.

15. Instructional Planning
OTES Rubric Structure
Ratings
Organizational Area
Ineffective
Developing
Proficient
Accomplished
Instructional Planning
FOCUS FOR LEARNING
(Standard 4: Instruction)
Sources of Evidence:
Pre-Conference
The teacher does not have a clear focus for student learning or the objective is too general to guide lesson planning or the objective is inappropriate for the students.
The teacher states a focus for student learning that is appropriate for students.
The teacher develops a measurable objective for student learning that aligns with the Ohio standards.
The teacher can explain the importance of the objective and its appropriateness for students.
The teacher develops an ambitious and measurable objective for student learning that aligns with the Ohio standards.
Teacher can explain how the objective fits into the broader unit and course goals for content learning and skills.
The performance levels are called ‘ratings’. There are 4 levels of rating, and you cannot rate in-between two levels. The standard areas are along the left column of the rubric, and finally, the indicators can be found within each standard area.
Page 69
See handout
Discuss meanings of ratings
Indicators
Standard
Areas

16. Rating

17. Instructional Planning
Let’s dive into instructional planning:
Focus for Learning
Assessment Data
Prior Content Knowledge/Sequence/Connections
Knowledge of Students
Transition to Pre-Conference

18. Process of Modeling Your Thinking (Think-Aloud)
I do
Think Aloud We do
Scaffold & Cue
Point out that the gradual release of responsibility is widely recognized as an important part of effective teaching. You will be modeling effective teaching throughout the training. They will notice that we will be gradually releasing responsibility to them throughout the three days of training. The first step is the “I do”. You will model for them your thought process while highlighting one standard area on the rubric.
Students Explain Thinking
You do

19. Rubric Activity
Directions: Administrator/Trainer will model metacognition for highlighting key words from Knowledge of Students.
Afterward, ask the group to do Focus on Student Learning together.
Then assign tables 1 and 3 Assessment Data (independently) and table 2 Prior Content Knowledge

20. Assessment of Teacher Performance: OTES Rubric
Knowledge of Students
Proficient
The teacher demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information.
The teacher’s instructional plan draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences.
May want to choose two columns to highlight
Go back and compare what would push it toward accomplished and developing.
Purpose of Activity: trying to get participants familiar with the new rubric
Model proficient, if your group finishes early then go back to developing

21. Rubric Activity
Directions:
As a table, discuss and highlight key words from the “Proficient” column for Focus for Learning, Assessment Data, Prior Content Knowledge/Sequence/Connections, and Lesson Delivery
For groups who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished.
“Now let’s see how these standards are addressed in a pre-conference. Use your rubric to see how our teachers and evaluators do.”

22. I. Pre-Observation Conference
Video clips: Clips next slide. Pre- Conference focus is on planning! Topics are:
Instructional Planning
Focus for Learning
Assessment Data
Prior Content Knowledge/Sequence/Connections
Knowledge of Students
Focus for learning, 3-4 PE
Assessment data, 5th Math
Prior Knowledge, PK
Knowledge of students, 6th ELA

23. Log In Needed for Video 2 Check Notes
Video Clip 1 Pre – Conf- 52 Seconds Video Clip 2 Pre – Conf- Show 5 -7 minutes
Log In Needed for Video 2 Check Notes
FOCUS…WHERE IS ALL THE TALKING! EMPHASIZE ON THE TEACHER
MY USAER NAME AND PASSWORD YU
F6hs2cd
Go under video library once logged in
Choose Grade 6 Media Clip 36A

24. II. Instruction and Assessment
Lesson Delivery
Differentiation
Resources
Classroom Environment
Assessment of Student Learning

25. Rubric Activity
Directions:
Individually, highlight key words from the “Proficient” column for Differentiation, Resources, Classroom Environment, and Assessment of Student Learning.
For those who finish early, go back to the Proficient column for these areas and note the differences from Developing and Accomplished.
EVIDENCE

26. When do you collect evidence? SCRIPTING
Prior to the lesson being observed
Pre-Conference
Review of lesson
Generate questions from lesson plan
During the lesson
What the students What the teacher says and does
say and do
Post-Conference
Communication between classroom observation and post-conference
After the lesson

27. Collecting/Capturing Evidence
Capture:
What the teacher says
What the teacher does
What the students say
What the students do
Copy wording from visuals used during the lesson
Record time segments of lesson
Capture as much verbatim dialogue as possible. As you internalize the rubric this process will become more targeted and efficient.

28. Hints for Capturing Evidence
When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes.
Time: Capture the length of different segments of the lesson
Abbreviate: When possible abbreviate; after the lesson write out what you abbreviated
Verbatim: Capture verbatim dialogue when possible
Paraphrase: Use parentheses to indicate paraphrasing
Circulate: Circulate as necessary to collect evidence from teacher, students and student work

29. Hints for Capturing Evidence
When capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively.
Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators
Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment standards)
Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson
Lesson Analysis: Identify the lesson’s primary objective and sub-objectives (Focus for Learning)
Administrator/Trainer note: tell participants that just because all standard areas are not listed above, it clearly does not mean that they are not categorizing for them….the standard areas above are “low hanging fruit” that can be captured and categorized easily.

30. Sample Evidence Collection Notes
This is a sample of how some of the scripting notes look like for one evaluator. The use of “T” for teacher, and “S” for student is strongly suggested as it reminds us that we should be capturing verbatim dialogue. It is important to emphasize that labeling of standards next to pieces of evidence should happen after the lesson observation and not during the lesson observation. When the participants are categorizing evidence they can go through their notes and label the abbreviated standards as in the examples above.
Time

31. Sample Evidence Collection Notes
Teacher
This is a sample of how some of the scripting notes look like for one evaluator. The use of “T” for teacher, and “S” for student is strongly suggested as it reminds us that we should be capturing verbatim dialogue. It is important to emphasize that labeling of standards next to pieces of evidence should happen after the lesson observation and not during the lesson observation. When the participants are categorizing evidence they can go through their notes and label the abbreviated standards as in the examples above.
Students

32. Observing Classroom Instruction
We will view clips of classroom instruction and compare them to the rubric, Area: Instruction and Assessment.
Remember to collect
evidence from which
you can validate your reasoning for placement on the rubric and assignment of a rating.

33. Instruction and Assessment
Lesson Delivery
Differentiation
Resources
Classroom Environment
Assessment of Student Learning
Lesson delivery, HS Soc. Studies and JH ELA
Differentiation, 1st grade
Resources, 5th Math
Classroom environment, 4th Grade ELA
Assessment of student learning, 7th Science

34. The Lesson Grade 4 LA Lesson YU
F6hs2cd
Focus: Classroom Environment
Modules are short. Click on #9…if time show10 and 11… Show number 12 with evidence

35. Lesson 2 Choice HS Science
Assessment of student Learning
Open Link
Click on HS Video Clip It is 6 Min

36. Collecting and Categorizing Evidence: Language to Avoid
Avoid the use of the following language:
Value Statements:
I think…
I feel…
She should have…
She could have…
When I taught this, I …
The discussion about the lesson should be based on the evidence and the rubric.

37. Group Roles
Once you get to the group work, there are a few roles that need to be assigned:
“Holder of the handbook”
This person will make sure that we are interpreting each standard correctly, and answer any questions group members have about it.
“Keeper of the rubric”
This person will make sure that all conversations are about what the rubric asks for.

38. Group Roles continued “Value Judgment Police”
This person will make sure people do not use value judgment statements such as:
I would have…
She should have…
Timekeeper & Evidence Gatherer

39. Debrief Evidence and Ratings
Whole group will debrief the evidence that was captured and the ratings that were given.

40. III. Professionalism
How will you provide evidence for Professional Responsibilities? What evidence might an evaluator use to evaluate Professional Responsibilities?
Complete a self analysis of how you would evaluate yourself.
Brainstorm a list of helpful ideas that one could collect evidence for this area.

41. Post-Observation Conference
Purpose:
To provide an opportunity for reflection on the areas of reinforcement and refinement from a lesson to inform and improve future practice. The post-observation conference should focus on two areas from the rubric (one for reinforcement and one for refinement).
“What do you want or not want in a post-conference?”

42. Four Key Elements of the Instructional Post-Conference
Introduction/Greeting
Reinforcing the Teacher (Relative Lesson Strength)
Refining the Teacher (Relative Lesson Weakness)
Present Evidence and Rating Connected to the Rubric
Introduction: How do you think the lesson went? May pause after Introduction and ask where we are right now.
Reinforce: If you could teach this lesson again, what would you keep? Note Evaluator questions that reflect reinforcement of teacher skills/strengths.
Refine: If you could teach this lesson again, what would you do differently? Note evaluator questions and dialogue that reflect refinement; weaker parts of the lesson that need further work.

43. Four Key Elements of the Instructional Post-Conference
Introduction/Greeting/Establish Length
Review Conference Process
General Impression Question
- “How do you think the lesson went?”
Reinforcing the Teacher
Identify an area of Reinforcement (ONLY one area)
Ask Self-Analysis Question
Provide evidence from notes
Page 75-79

44. Four Key Elements of the Instructional Post-Conference
Refining the Teacher’s Skill:
Identify an area of Refinement (ONLY one area)
Ask Self-Analysis Question
Provide evidence from notes
Give a recommendation for future practice
4. Present evidence and rating connected to the rubric

45. Post Confernce What Does it Look Like?
If time… Open link and choose first video clip from the left side. There Probably will not be enough time

46. Wrap-Up and Questions ?