Ohio Teacher Evaluation System: Assessment of Teacher

Performance

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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

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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.”

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Text RenderingPurpose: 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)

A. “Professional Growth/Improvement Plan” (p. 63-64)B. “Implementing the OTES Process” (p.65-66)C. “Using the Evidence to Inform Holistic Performance Ratings” (p. 67-69)

Text rendering asks you to dig deeply into the document as a group and define/describe what the most important information is

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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. 62Go through steps 1-4 with your table group, and we will go through steps 5-6 as a large group

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Present Your Text Rendering Findings• Each group will present their text rendering and

the ‘big ideas’ they got from each document.

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The Whole…..P. 70 and handout in pouch

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The Part of our focus Today

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Evaluation Documents(Prior to Formal Observation)

Self Assessment Summarypp. 27-281. Students2. Content3. Assessment4. Instruction5. Learning Environment6. Collaboration and

Communication7. Professional Responsibility

and Growth

Professional Growth Planp. 29• Annual Focus• Student

Achievement Goal• Teacher Performance

Goal

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eTPES

Electronic Portal• Teacher Evaluation System• Principal Evaluation System

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Placemat Consensus

When you walk out of a lesson that you deem to be effective, what were the elements that led you to that decision?

Consensus Elements

Participant A

Participant B

Participant D

Participant C

2 minutes to write individually

3 minutes to talk and reach consensus

5 minutes to debrief

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”?

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I. Instructional Planning a. Focus for Learning (Standard 4-Instruction)

Sources of evidence to be provided by the teacher during pre-conference, supported by a discussion with the evaluator.

b. Assessment Data (Standard 3-Assessment) Sources of evidence to be provided by the teacher during pre-conference, supported by a discussion with the evaluator.

c. Prior Content Knowledge, Sequence, and Connections (Standard 1: Students; Standard 2: Content; Standard 4:Instruction) Sources of evidence to be provided by the teacher during pre-conference, supported by a discussion with the evaluator.

d. Knowledge of Students (Standard 1: Students) An analysis of student data to be provided by the teacher during the pre-conference, supported by a discussion with the evaluator.

II. Instruction and Assessment a. Lesson Delivery (Standard 2-Content; Standard4-Instruction; Standard 6:

Communication) Sources of evidence demonstrated by the teacher and collected by evaluator during formal observation, classroom walkthroughs, and informal observations.

b. Differentiation (Standard 1: Students; Standard 4: Instruction) Sources of evidence demonstrated by the teacher and collected by evaluator during formal observation, classroom walkthroughs, and informal observations.

c. Resources (Standard 2: Content; Standard 4: Instruction) Sources of evidence demonstrated by the teacher and collected by evaluator during formal observation, classroom walkthroughs, and informal observations.

d. Classroom Environment (Standard 1: Students; Standard 5: Learning Environment; Standard 6: Collaboration and Communication Sources of evidence demonstrated by the teacher and collected by evaluator during formal observation, classroom walkthroughs, and informal observations.

e. Assessment of Student Learning (Standard 3: Assessment) Sources of evidence demonstrated by the teacher and collected by evaluator during pre-conference, formal observation, classroom walkthroughs, informal observations, and post-conference.

III. Professionalism a. Professional Responsibilities (Standard 6: Collaboration and Communication;

Standard 7: Professional Responsibility and Growth) Sources of evidence included in the teacher’s Professional Development Plan or Improvement Plan; shared during the pre-conference and/or post-conference, and derived from daily interaction with others.

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Ineffective Developing Proficient Accomplished

Instructiona

l Planni

ng

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.

Stan

dard

Area

sOTES Rubric Structure

Indi

cato

rs

Ratings

Organizational

Area

Rating

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Instructional Planning

Let’s dive into instructional planning:• Focus for Learning• Assessment Data• Prior Content

Knowledge/Sequence/Connections• Knowledge of Students

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Process of Modeling Your Thinking (Think-Aloud)

I do Think Aloud

We do Scaffold & Cue

You do

Students Explain Thinking

Rubric Activity

Directions:Administrator/Trainer will model metacognition for highlighting key words from Knowledge of Students.

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Assessment of Teacher Performance: OTES Rubric

Know

ledg

e of

Stu

dent

s ProficientThe 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.

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Rubric ActivityDirections:

• 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.

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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

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Video Clip 1 Pre – Conf- 52 SecondsVideo Clip 2 Pre – Conf- Show 5 -7 minutes

• http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-724/document-199/player.html

• http://www.nietbestpractices.org/OHIO/Navigation/VideoLibrary/LessonsbyGradeLevel/5thGrade/tabid/897/Default.aspx

• Log In Needed for Video 2 Check Notes23

II. Instruction and Assessment

• Lesson Delivery• Differentiation• Resources• Classroom Environment• Assessment of Student Learning

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Rubric ActivityDirections:

• 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.

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When do you collect evidence?SCRIPTING

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Pre-Conference• Review of lesson • Generate questions from

lesson plan

What the students What the teacher says and doessay and doPost-ConferenceCommunication between classroom observation and post-conference

Prior to the lesson being observed

During the lesson

After the lesson

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 lesson27

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Hints for Capturing Evidence

When capturing evidence during the lesson, these strategies will help you collect accurate and defensible notes.

1. Time: Capture the length of different segments of the lesson2. Abbreviate: When possible abbreviate; after the lesson

write out what you abbreviated3. Verbatim: Capture verbatim dialogue when possible4. Paraphrase: Use parentheses to indicate paraphrasing5. Circulate: Circulate as necessary to collect evidence from

teacher, students and student work

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Hints for Capturing Evidence

When capturing and categorizing evidence after the lesson, these strategies may help you categorize effectively.

6. Label: Begin categorizing your notes by labeling evidence for rubric standard areas/indicators

7. Q & F: After you finish go thru your script and label all questions and feedback (Lesson Delivery and Assessment standards)

8. Upfront Summary: After you finish, go through the evidence and write a brief summary of the lesson

9. Lesson Analysis: Identify the lesson’s primary objective and sub-objectives (Focus for Learning)

Sample Evidence Collection Notes

Time

Sample Evidence Collection Notes

Teacher

Students

Observing Classroom Instruction

• We will view clips of classroom instruction and compare them to the rubric, Area: Instruction and Assessment.

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Remember to collect evidence from which you can validate your reasoning for placement on the rubric and assignment of a rating.

Instruction and Assessment• Lesson Delivery• Differentiation• Resources• Classroom Environment• Assessment of Student

Learning

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The Lesson

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http://nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-745/document-201/player.html

Modules are short. Click on #9…if time show10 and 11… Show number 12 with evidence

Grade 4 LA Lesson

Lesson 2 ChoiceHS Science

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http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-746/document-200/player.html

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.

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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.

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

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•Whole group will debrief the evidence that was captured and the ratings that were given.

Debrief Evidence and Ratings

III. Professionalism

How will you provide evidence for Professional Responsibilities?

What evidence might an evaluator use to evaluate Professional Responsibilities?

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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).

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Four Key Elements of the Instructional Post-Conference

1. Introduction/Greeting2. Reinforcing the Teacher (Relative Lesson Strength)3. Refining the Teacher (Relative Lesson Weakness)4. Present Evidence and Rating Connected to the

Rubric

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Four Key Elements of the Instructional Post-Conference

1. Introduction/Greeting/Establish Length• Review Conference Process• General Impression Question

- “How do you think the lesson went?”

2. Reinforcing the Teacher• Identify an area of Reinforcement (ONLY one

area)• Ask Self-Analysis Question• Provide evidence from notes

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Four Key Elements of the Instructional Post-Conference

3. 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

Post ConfernceWhat Does it Look Like?

• http://www.nietbestpractices.org/OHIO/portals/0/tap%20library/articulate%20files/folder-747/document-192/player.html

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Wrap-Up and Questions ?

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