MCCESC Teaching & Learning

September: Ohio Teacher Evaluation System 2.0

WHY THE BIKES?

In the video below, you will watch a gentleman learn to ride a "backwards bicycle." This video is shown to administrators who are undergoing the OTES 2.0 Bridge and Initial Credentialing Training.


So why? Many of us are stuck in the mindset of the previous OTES, which often felt as if teachers were jumping through hoops so that administrators could simply check some boxes... Ultimately, however, the purpose of the Ohio Teacher Evaluation System was to encourage student growth.


2.0

The approach this time around is different and the framework for OTES 2.0 demonstrates that: "The State Board of Education values the importance of promoting educator professional growth that leads to improved instructional performance and student learning. OTES 2.0 is a professional growth model and is intended to be used to continually assist educators in enhancing teacher performance. An effective professional growth model considers a teacher’s instructional strengths while supporting identified areas for improvement according to the profile of each educator. This process is to be collaborative, ongoing, and supportive of the professional growth of the teacher.


Each teacher will be evaluated according to Ohio Revised Code and the Ohio Teacher Evaluation Framework which is aligned with the Ohio Standards for the Teaching Profession adopted under state law. Using multiple factors set forth in the framework, the teacher’s Final Holistic Rating will be based upon a combination of informal and formal observations and supporting evidence using the Teacher Performance Evaluation Rubric."

The Backwards Brain Bicycle - Smarter Every Day 133

FOR ADMINISTRATORS

During training for OTES 2.0, both the Bridge and Initial trainings, participants were asked to reflect on what each component might LOOK LIKE and SOUND LIKE (from both the teachers' & the students' perspectives), as well as where pieces of evidence might come from.


Much of the information that follows has been pulled from those trainings.

DOMAIN 1: FOCUS FOR LEARNING

Use of High-Quality Student Data (HQSD):

LOOKS LIKE: Goal-setting for students & from students; tracking towards goals


SOUNDS LIKE: Comparisons of previous data to current; predictions made based on data


EVIDENCE: Goal tracking; student reflections

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Connections to Prior & Future Learning:

LOOKS LIKE: Lesson plans that show connections; Map of prior & future learning; Lesson relevance


SOUNDS LIKE: "Remember when..."; "You will need this information for..."


EVIDENCE: Pre-assessment; student/parent surveys; curriculum maps

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Connections to State Standards & District Priorities

LOOKS LIKE: Targets posted on board; standards addressed in lesson plans/assessment blueprints


SOUNDS LIKE: "I can..." statements that align to rigor & cognitive demand of standard


EVIDENCE: Lesson plans; assessment blueprints; work from "unpacking" the standards

DOMAIN 2: KNOWLEDGE OF STUDENTS

Planning Instruction for the Whole Child:

LOOKS LIKE: Lessons that encompass all students' backgrounds; students being able to "see themselves" in the lesson; use of culturally responsive practices


SOUNDS LIKE: Teacher is making each child feel as if he/she is a part of the lesson


EVIDENCE: Student interest surveys; parent surveys; lesson plan/curriculum map that includes background information

DOMAIN 3: LESSON DELIVERY

Communication with Students:

LOOKS LIKE: Appropriate goal setting; student-friendly language; timely feedback on learning


SOUNDS LIKE: Using higher-order thinking questions; students providing feedback to one another


EVIDENCE: Goal-setting/tracking; talk moves anchor charts/cards; examples of feedback to students and the impact it had on learning (before & after the feedback was received)

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Monitoring Student Understanding:

LOOKS LIKE: Lesson plans that predict misconceptions & provide suggestions; multiple formats of instructional tools (for instance: notes, guided notes, infographics, etc)


SOUNDS LIKE: "I notice that some of the class is doing..."; "That's a common misunderstanding..."; "To avoid making an error..."


EVIDENCE: Lesson plans; observations; classroom tools/visuals

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Student-Centered Learning:

LOOKS LIKE: Varied lesson settings (whole group; small groups; independent; all of the above) based upon the tasks; students persevering; differentiated lessons based on the needs of students


SOUNDS LIKE: "I'm going to keep trying until I get it"; the teacher asking questions that promote deeper thinking


EVIDENCE: Lesson plans; assessment data used for grouping

DOMAIN 4: CLASSROOM ENVIRONMENT

Classroom Routines & Procedures:


LOOKS LIKE: Class expectations posted; activity transitions are known/understood/seamless; students are on-task


SOUNDS LIKE: Students reminding one another of expectations/on-task behavior; student utilizing appropriate volume for given situations


EVIDENCE: Explanation of classroom expectation development; list of classroom expectations


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Classroom Climate & Cultural Competency:


LOOKS LIKE: Students respecting one another/teacher; classroom reflects all students (posters, books, topics, activities)


SOUNDS LIKE: Teacher calling each student by name; teachers & students asking for input from one another; respect & care for all members of the classroom


EVIDENCE: Lesson plans; classroom expectations; PBIS-implementation proof; proof of recognition of all students

DOMAIN 5: ASSESSMENT OF STUDENT LEARNING

Use of Assessments:


LOOKS LIKE: Teacher developing/using a variety of formative/summative assessments to gain an understanding of students' level of mastery; teachers using the data to make instructional decisions


SOUNDS LIKE: "When I assessed ________, I learned/noticed ___________, so I adapted my instruction by ______________"


EVIDENCE: Assessments; data collection/reflection; lesson plans; lesson reflections; documentation of conversations had during parent-teacher conferences/teacher-based teams


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Evidence of Student Learning (cannot be evaluated for the 2021-22 school year):


LOOKS LIKE: Teacher using 2 pieces high-quality student data; using data collection tool/report to show growth; increase in student achievement


SOUNDS LIKE: "Based upon the data collected from my HQSD instruments, my students have grown ___________________. I know this because..."


EVIDENCE: HQSD instruments; data collection tools/reports; data collection reflections

DOMAIN 6: PROFESSIONAL RESPONSIBILITIES

Communication & Collaboration with Families:


LOOKS LIKE: Teacher newsletters; participation in family nights, open house, sporting events, extra-curricular activities; emails


SOUNDS LIKE: Phone calls to parents for more than just discipline issues; parent-teacher conferences; invitations to volunteer


EVIDENCE: Communication documentation; attendence documentation


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Communication & Collaboration with Colleagues:


LOOKS LIKE: Participation in team meetings (including teacher-based teams, building/district leadership teams, department meetings)


SOUNDS LIKE: "How can we work together to improve ______________"


EVIDENCE: Documentation of attendance; meeting minutes


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District Policies & Professional Responsibilities:


LOOKS LIKE: Teachers adhering to laws/policies/procedures; leading committees both in and out of the district


SOUNDS LIKE: Providing critical feedback while maintaining professionalism

EVIDENCE: Documentation of attendance


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Professional Learning:


LOOKS LIKE: Participation in professional learning; creating/editing professional growth goals; leading professional development


SOUNDS LIKE: Reflecting on professional growth goals; implementation of professional learning; sharing newly learned instructional tools with colleagues


EVIDENCE: Documentation of attendance; lesson plans; professional growth plan

FOR TEACHERS

In April 2021, we shared our newsletter - Being Evaluated Through OTES 2.0. We have highlighted a single strategy from each component below:


Use of High-Quality Student Data (HQSD): Have students set academic goals. Here's a NWEA article about setting strategic and tactical goals.


Connections to Prior & Future Learning: Include relevance in your lessons - "What does today's lesson have to do with my life?"


Connections to State Standards & District Priorities: Utilize released test items to create assessments


Communication with Students: Communicate learning goals with students.


Monitoring Student Understanding: Diagnose your students' thinking. This article provides a number of strategies to assist in this component.


Student-Centered Learning: Universal Design for Learning - Make learning accessible and challenging for all students, while supporting the various needs of individual students.


Classroom Routines & Procedures: Involve students in making the rules and norms.


Classroom Climate & Cultural Competency: Incorporating Positive Behavior Intervention Supports (PBIS) with this lesson plan template.


Use of Assessments: Use a variety of formative and summative assessments to gain information on student achievement. This article has a number of different assessments, along with benefits and limitations for each.


Evidence of Student Learning: Share evidence of learning with students and parents.


Communication & Collaboration with Families: Make conferences goal-oriented.


Communication & Collaboration with Colleagues: Start & participate in professional learning communities within your building.


District Policies & Professional Responsibilities: Join leadership committees within the district. (BLT, DLT, Strategic Planning, etc.)


Professional Learning: Keep track of professional discourse that you have with colleagues.

WE ARE HERE TO HELP

If you have interest in learning more, please reach out as we can schedule opportunities within districts, online, or in-person at our agency.


Reach out - we are here to help. tandlsupport@mccesc.org

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