1. National Council on Teacher Quality Ohio State Teacher Policy Yearbook June 9, 2014 Ohio State Board of Education 1

2. About NCTQ Non-partisan, non-profit research and advocacy group Committed to increasing the accountability and transparency of the institutions having the greatest impact on teacher quality: – States – Teacher preparation programs – Teacher unions – School districts 2

3. Why focus on teacher quality? Teacher quality is the most important school- level variable in student achievement. Recognition that increasing teacher quality is key to raising student achievement. Shift in emphasis from teacher qualifications to teacher effectiveness. 3

4. Effect of Teacher Quality on Student Achievement SOURCE: Sander and Rivers (1996): Cumulative and Residual Effects of Teachers on Future Student Achievement 4

5. About the State Teacher Policy Yearbook 52 volume report (national, 50 states and D.C. tailored reports) Top-to-bottom reviews of the laws and regulations governing the teaching profession in the 50 states and the District of Columbia. State performance and progress against 31 research-based teacher policy goals. Policy, not promise (and not implementation) 5

6. About the Yearbook States receive an overall grade for their teacher quality policies based on five “sub-grades”: – Delivering well-prepared teachers, – Expanding the pool of teachers, – Identifying effective teachers, – Retaining effective teachers, and – Exiting ineffective teachers. 6

7. Overall Yearbook Grades - Ohio 7

8. How did Ohio fare in 2013? GradeYearbook Goal Area CDelivering Well-Prepared Teachers BExpanding the Teacher Pool CIdentifying Effective Teachers C+Retaining Effective Teachers B-Exiting Ineffective Teachers B- OVERALL AVERAGE 8

9. Ohio Progress 2009-2013 200920112013Yearbook Goal Area D D+CDelivering Well-Prepared Teachers DB-BExpanding the Teacher Pool C-C+CIdentifying Effective Teachers CD+ C+Retaining Effective Teachers DC+ B-Exiting Ineffective Teachers D+C+ B- OVERALL AVERAGE 9

10. There has been an unprecedented effort related to teacher evaluation across states, including adoption of policies that use student achievement in measuring teacher effectiveness. The teacher evaluation landscape is totally transformed. 10

11. Do states require districts to evaluate all teachers annually? 11

12. Do states consider classroom effectiveness as part of teacher evaluations? 12

13. 13 States are increasingly using evaluation results to inform decisions.

14. How long before a teacher earns tenure? 14

15. How are tenure decisions made? Evidence of effectiveness is most significant criterion in: Colorado, Connecticut, Delaware, Florida, Hawaii, Louisiana, Michigan, Nevada, Oklahoma, Rhode Island and Tennessee. 15

16. Do states require evidence of effectiveness before conferring professional licensure? Objective evidence of effectiveness is required in: Delaware, Georgia, Louisiana, Pennsylvania, Rhode Island and Tennessee. 16

17. Do states articulate that ineffectiveness is grounds for teacher dismissal? 17

18. State policies for retaining effective teachers are hit or miss at best. 18

19. Do states support performance pay? Only Florida, Hawaii, Indiana, Louisiana, Michigan and Utah require teacher pay to be based on teacher effectiveness. 19

20. Do states ensure that evaluations are used to help teachers improve performance? 20 OH

21. Do districts have to consider performance in determining which teachers are laid off? 21

22. States are beginning to make progress on ensuring teachers are prepared for the job, but there’s a long way to go to ensure new teachers are classroom ready. 22

23. Does the state require a test of academic proficiency normed to the general college-going public for teacher prep admission? OH 23

24. 24 Do states ensure that elementary teachers know core content? OH

25. Do states measure new teachers’ knowledge of the science of reading? OH 25

26. Do states measure new elementary teachers’ knowledge of math? 26

27. Do states distinguish middle grade preparation from elementary preparation? 27

28. Do all secondary teachers have to pass a content test in every subject they teach for licensure? 28

29. Do states distinguish between elementary and secondary special education teachers? 29

30. Do states require that selection of cooperating teacher for student teaching be based on some measure of effectiveness? 30

31. Do states connect student achievement data to teacher preparation programs? 31

32. Do states provide real alternative pathways to certification? Connecticut, Florida, New Jersey, and Rhode Island have alternate routes of note. 32

33. Release of New Edition of Teacher Prep Review June 17, 2014 33

34. New! Yearbook Website 34 nctq.org/stpy

35. Yearbook Dashboard 35

36. State Teacher Policy Yearbook www.nctq.org/stpy Sandi Jacobs, Vice President National Council on Teacher Quality sjacobs@nctq.org 36