Focus For Learning

Use of High-Quality Student Data

The teacher thoroughly and correctly analyzes trends and patterns in at least two sources of high-quality student data to develop measurable and developmentally appropriate student growth goal(s) and monitors student progress toward goal(s).

The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring.

Connections to Prior and Future Learning

The teacher plans lessons that intentionally make clear and coherent connections with student prior and future learning and include strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences. The teacher plans lessons that use the input and contributions of families, colleagues and/or other professionals to understand each student’s prior knowledge while supporting the student’s development.

Connections to State Standards and District Priorities

The teacher’s instructional plan incorporates activities, assessments and resources, including technology, that align with student needs, school and district priorities, and Ohio’s Learning Standards.

The teacher participates in studying and evaluating advances in content and/or provides input on school and district curriculum.

New Performance Expectations

  • The teacher monitors student progress toward goals

  • The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring

  • The teacher participates in studying and evaluating advances in content and /or provides input on school and district curriculum

  • Emphasis on technology

  • The teacher’s plan aligns with school and district priorities and Ohio’s Learning Standards

OTES 2.0 Performance Level Crosswalk

Use of High-Quality Student Data

Ineffective

  1. Does not use HQSD

  2. Develop measurable and developmentally appropriate student growth goal(s)


Developing

  1. Uses one source HQSD

  2. Develop measurable and developmentally appropriate student growth goal(s)

  3. Attempts to analyze patterns; analysis may be incomplete or inaccurate


Skilled

  1. Uses at least two sources of high-quality student data HQSD

  2. Develop measurable and developmentally appropriate student growth goal(s)

  3. Thoroughly and correctly analyzes trends and patterns

  4. Monitors student progress toward goal(s)


Accomplished

  1. Uses at least two sources of high-quality student data HQSD

  2. Develop measurable and developmentally appropriate student growth goal(s)

  3. Thoroughly and correctly analyzes trends and patterns

  4. Monitors student progress toward goal(s)

  5. The teacher plans for the facilitation of developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring

Connecting to Prior and Future Learning

Ineffective

  1. No connection to student prior learning or future learning


Developing

  1. Attempts to make connections with student prior learning or future learning

  2. Connections are not clear


Skilled

  1. Intentionally makes connections with student prior learning and future learning

  2. Connections are clear and coherent

  3. Include strategies that communicate the connections to students


Accomplished

  1. Intentionally makes connections with student prior learning and future learning

  2. Connections are clear and coherent

  3. Include strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences

  4. Uses the input and contributions of families, colleagues, and/or other professionals

  5. Support the student’s development

Connections to State Standards and District Priorities

Ineffective

  1. Does not reference Ohio’s Learning Standards


Developing

  1. References Ohio’s Learning Standards

  2. Goals and activities do not align with student needs, school and district priorities, or the standards


Skilled

  1. Incorporates Ohio’s Learning Standards

  2. Activities, assessments and resources, including technology, that align with student needs, school and district priorities.


Accomplished

  1. Incorporates Ohio’s Learning Standards

  2. Activities, assessments and resources, including technology, that align with student needs, school and district priorities

  3. Participates in studying and evaluating advances in content and/or provides input on school and district curriculum

Focus for Learning coaching questions

Use of HQSD

What two (or more) sources of HQSD are used?

What evidence exists of correctly and thoroughly analyzing HQSD for trends and patterns?

What evidence is provided of measurable and developmentally appropriate growth goals developed for each student?

How frequently are the growth goals monitored for each student?

In what ways does the teacher facilitate the developmentally appropriate student data collection and strategies to assist in student goal setting and progress monitoring ?


Connections to Prior and Future Learning

How does the teacher intentionally make clear and coherent connections to prior and future learning?

How frequently does the teacher intentionally make clear and coherent connections to prior and future learning?

What strategies are used to communicate connections to students?

How effective are these strategies?

What evidence exists for regular cross-curricular and real-world connections?

How is input from families, colleagues and/or other professionals gathered?

How is the input used to understand each student’s prior knowledge?

How is the input used to support each student’s development?

Connections to State Standards and District Priorities

What evidence exists of alignment to each student’s needs?

What evidence exists of alignment to school and district priorities?

What evidence exists of alignment to Ohio Learning Standards?

What activities, assessments and resources are used for complete alignment?

How does the teacher demonstrate participation in studying and evaluating advance in content?

How does the teacher provide input on school and district curriculum?

Focus for Learning Resources

Examples of tackling subjects and concepts that pupils find difficult to understand are explained in this video suitable for Key Stage 2 and upwards.

Learn more strategies for supporting gifted students.

Click the above link to find additional resources supporting Focus for Learning.

Sources

  • Ohio Department of Education. (2015). OTES-Model-122315.

  • Ohio Department of Education. (2019). OTES Rubric 12.10.19.v2.clean.

  • Summit County Educational Service Center. (2019). Ohio Revised Teacher Evaluation System.