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Use of High-Quality Student Data
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
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
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
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
OTES 2.0 Performance Level Crosswalk
Use of High-Quality Student Data
Use of High-Quality Student Data
Ineffective
Does not use HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Developing
Uses one source HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Attempts to analyze patterns; analysis may be incomplete or inaccurate
Skilled
Uses at least two sources of high-quality student data HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Thoroughly and correctly analyzes trends and patterns
Monitors student progress toward goal(s)
Accomplished
Uses at least two sources of high-quality student data HQSD
Develop measurable and developmentally appropriate student growth goal(s)
Thoroughly and correctly analyzes trends and patterns
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
Connecting to Prior and Future Learning
Connecting to Prior and Future Learning
Ineffective
No connection to student prior learning or future learning
Developing
Attempts to make connections with student prior learning or future learning
Connections are not clear
Skilled
Intentionally makes connections with student prior learning and future learning
Connections are clear and coherent
Include strategies that communicate the connections to students
Accomplished
Intentionally makes connections with student prior learning and future learning
Connections are clear and coherent
Include strategies that communicate the connections to students - among lesson content, other disciplines and/or real-world experiences
Uses the input and contributions of families, colleagues, and/or other professionals
Support the student’s development
Connections to State Standards and District Priorities
Connections to State Standards and District Priorities
Ineffective
Does not reference Ohio’s Learning Standards
Developing
References Ohio’s Learning Standards
Goals and activities do not align with student needs, school and district priorities, or the standards
Skilled
Incorporates Ohio’s Learning Standards
Activities, assessments and resources, including technology, that align with student needs, school and district priorities.
Accomplished
Incorporates Ohio’s Learning Standards
Activities, assessments and resources, including technology, that align with student needs, school and district priorities
Participates in studying and evaluating advances in content and/or provides input on school and district curriculum
Focus for Learning coaching questions
Focus for Learning coaching questions
Use of HQSD
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
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
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
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.
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.
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