1. EVALUATIONS FOR PROFESSIONAL GROWTH Ohio TIF and OTES

2. CORE BELIEFS  There is an urgency to ensure all students graduate prepared for college, careers, and future opportunities  A critical link exists between teacher effectiveness and student achievement  Effective educator evaluations are an important part of strengthening the teaching profession and providing professional growth opportunities for all

3. THE CONTEXT  The world is changing  Technology is advancing  Low-skill, living-wage jobs are declining  Businesses are looking globally for candidates  Education is the linchpin for future economic success  For individuals  For our country  Students need post-secondary training to open doors to future opportunities

4. ADAPTING TO A NEW REALITY  Educators are embracing changes to prepare students for the future  This work involves:  What teachers teach – Common Core and state standards  How teachers teach – formative instructional practices  Evidence of student learning – assessments and data  Evidence of teacher effectiveness – teacher performance and student growth

5. TEACHER EFFECTIVENESS  Educator effectiveness is single most important classroom factor impacting student achievement  Effective evaluation systems:  Set high expectations for teachers and leaders  Provide feedback and support for professional growth  Help everyone in the profession, including the best, continually get better

6. EVALUATION FOR PROFESSIONAL GROWTH  Educator evaluation systems should align with local district goals and values  Ohio Teacher Evaluation System (OTES) is framework to help districts design evaluation systems for professional growth  Aligned to Ohio’s standards for teachers  Based 50 percent on measures of teacher performance, and 50 percent on student growth  Provides targeted professional learning opportunities based on results of evaluation

7. PIONEERING THROUGH OHIO TIF  Through TIF, districts are designing and implementing evaluation systems that:  Support local values and goals  Bring out the best in teachers  Focus on student outcomes  TIF districts will use the teacher performance side of the OTES framework in 2012-2013  A year ahead of statewide implementation  Phased-in approach  Opportunity to be creative and test out the system

8. OTES FRAMEWORK (OTES Evaluation Framework, Ohio Department of Education)

9.  2011-2012: All Ohio TIF districts (plus 100 other districts statewide) participating in OTES pilot  2012-2013: All Ohio TIF districts begin phased-in implementation of OTES framework  Ohio TIF districts must have MOU in place by April 1, 2012 affirming they will implement in 2012-2013  2013-2014: All Ohio districts must begin full OTES implementation  Ohio districts must adopt or align to OTES framework by June 1, 2013 through local board policy CURRENT STATE OF THE WORK

10. CHALLENGES AND OPPORTUNITIES Challenges  Capacity for implementation  Fairness in evaluations for different types of educators  Reliability and accuracy of data Opportunities  2012-2013 phase-in, transition year  Be innovative and creative  Provide feedback to inform statewide implementation

11.  USDOE has provided flexibility for Ohio TIF districts around OTES implementation  In 2012-2013, TIF districts must implement teacher performance components:  Two 30-minute observations and walkthroughs for all teachers  Ensuring inter-rater reliability by using credentialed evaluators  Using rubrics to determine ratings  Utilizing student growth in strategic compensation models WHAT DOES “PHASED-IN” MEAN?

12. 2012-2013 EVALUATION FRAMEWORK FOR OHIO TIF

13.  How does the OTES implementation impact personnel decisions in 2012-2013?  All local policies regarding personnel decisions stand for 2012-2013  Per House Bill 153, districts to not need to use outcomes of evaluations in personnel decisions until 2013-2014 PERSONNEL POLICIES

14.  How will student growth be used in evaluations in 2012-2013?  Student growth will only be used as part of district strategic compensation award models  Student growth is not required to be part of the evaluation, rating or personnel decisions in 2012-2013  This phased-in approach provides additional time to explore value-added and other student growth metrics STUDENT GROWTH

16.  Ohio TIF districts are receiving support from ODE and BFK to implement OTES in 2012-2013  Through participating in this year’s pilot, Ohio TIF districts are informing state policy and guidance on implementation THE WORK AHEAD

17. EVALUATIONS IN OUR DISTRICT  [insert specific information about your district’s work to implement OTES]  Collaborative team  Principals and teachers participating in 2011-2012 pilot  Specific way in which student growth is part of TIF award model

18. LEARN MORE  The work around evaluations is challenging work, but worthwhile  For more information about evaluations and OTES in our district, contact:  [insert contact person]