Embedded Files
General Comparisons
General Comparisons
OTES 1.0
OTES 1.0
Growth Model
Growth Model
50% Teacher Performance; 50% Student Growth Measure or Alternative Framework Option
50% Teacher Performance; 50% Student Growth Measure or Alternative Framework Option
2 Formal Observation; Walkthroughs
2 Formal Observation; Walkthroughs
Teachers Categorized as A, B, C
Teachers Categorized as A, B, C
eTPES
eTPES
OTES 2.0
OTES 2.0
Renewed Emphasis on Growth
Renewed Emphasis on Growth
No More 50/50; HQSD Embedded in Rubric; No Alternative Framework
No More 50/50; HQSD Embedded in Rubric; No Alternative Framework
2 Formal Observations; Walkthroughs; Focused to Support Growth
2 Formal Observations; Walkthroughs; Focused to Support Growth
Teacher Categories No Longer Required
Teacher Categories No Longer Required
OhioES
OhioES
OTES 2.0 Required vs. Recommended Practices
OTES 2.0 Required vs. Recommended Practices
Required
Required
Professional Growth or Improvement Plan
Professional Growth or Improvement Plan
Formal Holistic Observation followed by a conference
Formal Holistic Observation followed by a conference
Walkthroughs
Walkthroughs
Formal Focused Observation
Formal Focused Observation
Use of HQSD
Use of HQSD
Final Summative Conference
Final Summative Conference
Recommended
Recommended
Self-Assessment
Self-Assessment
Pre-conference before each observation
Pre-conference before each observation
Walkthrough feedback
Walkthrough feedback
Mid-year check-in
Mid-year check-in
Formal Focused Observation post-conference
Formal Focused Observation post-conference
Source: Ohio Department of Education. (2019). OTES 2.0 Pilot Frequently Asked Questions (FAQs) . Retrieved from http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/2019-2020-Project-OTES-Pilot/OTES-PILOT-FAQs.pdf.aspx?lang=en-US
Evaluation Definitions
Evaluation Definitions
Formal Holistic Observation Followed By A Conference
Formal Holistic Observation Followed By A Conference
A formal observation consists of an evaluator visiting during one class period or viewing a class lesson. The evaluator should observe an entire class period or lesson or for a minimum of 30 minutes. The evaluator may announce or not announce formal observations. During the classroom observation, the evaluator documents specific information related to teaching and learning. The evaluator then will analyze FINAL March 27, 2020 20 each observation using the Teacher Performance Evaluation Rubric. The evaluator writes a narrative summary to document each formal observation. Formal observations will not include videotaping or sound recordings except with the written permission of the teacher. Teachers who are fully evaluated will receive a minimum of two formal observations. Teachers who are being considered for nonrenewal and have a limited or extended limited contract will receive a minimum of three formal observations.
A formal observation consists of an evaluator visiting during one class period or viewing a class lesson. The evaluator should observe an entire class period or lesson or for a minimum of 30 minutes. The evaluator may announce or not announce formal observations. During the classroom observation, the evaluator documents specific information related to teaching and learning. The evaluator then will analyze FINAL March 27, 2020 20 each observation using the Teacher Performance Evaluation Rubric. The evaluator writes a narrative summary to document each formal observation. Formal observations will not include videotaping or sound recordings except with the written permission of the teacher. Teachers who are fully evaluated will receive a minimum of two formal observations. Teachers who are being considered for nonrenewal and have a limited or extended limited contract will receive a minimum of three formal observations.
The first formal observation consists of the evaluator documenting all observed areas on the rubric as well as information collected through the pre-conference. A conference between the teacher and evaluator will occur after the Formal Holistic Observation to determine the identified area(s) of focus. The focus may be area(s) of strength, area(s) for improvement, or both. Teachers with a Final Holistic Rating of Accomplished will select their own focus area(s). Teachers with a Final Holistic Rating of Skilled will select focus area(s) in collaboration with their evaluator. Teachers with a Final Holistic Rating of Developing will receive guidance from their evaluator to determine focus area(s). Evaluators will select the focus area(s) for teachers with a Final Holistic Rating of Ineffective.
The first formal observation consists of the evaluator documenting all observed areas on the rubric as well as information collected through the pre-conference. A conference between the teacher and evaluator will occur after the Formal Holistic Observation to determine the identified area(s) of focus. The focus may be area(s) of strength, area(s) for improvement, or both. Teachers with a Final Holistic Rating of Accomplished will select their own focus area(s). Teachers with a Final Holistic Rating of Skilled will select focus area(s) in collaboration with their evaluator. Teachers with a Final Holistic Rating of Developing will receive guidance from their evaluator to determine focus area(s). Evaluators will select the focus area(s) for teachers with a Final Holistic Rating of Ineffective.
Formal Focused Observation—With An Emphasis On Identified Focus Area(s)
Formal Focused Observation—With An Emphasis On Identified Focus Area(s)
The second formal observation will be a focused one that may occur later in the school year. It may be announced or unannounced. A Formal Focused Observation is at least 30 minutes in length and emphasizes the focus area(s) identified after the earlier Formal Holistic Observation. Its purpose is to ensure the teacher receives the support necessary for growth in the focus area(s). While evaluators must collect sufficient evidence related to the identified focus area(s), they also must document sufficient evidence to support a Final Holistic Rating at the end of the evaluation cycle.
The second formal observation will be a focused one that may occur later in the school year. It may be announced or unannounced. A Formal Focused Observation is at least 30 minutes in length and emphasizes the focus area(s) identified after the earlier Formal Holistic Observation. Its purpose is to ensure the teacher receives the support necessary for growth in the focus area(s). While evaluators must collect sufficient evidence related to the identified focus area(s), they also must document sufficient evidence to support a Final Holistic Rating at the end of the evaluation cycle.
Classroom Walkthroughs/Informal Observations—With An Emphasis On Identified Focus Area(s) When Applicable
Classroom Walkthroughs/Informal Observations—With An Emphasis On Identified Focus Area(s) When Applicable
Teachers who are fully evaluated will receive at least two classroom walkthroughs. These may be announced or unannounced. Classroom walkthroughs are informal observations of less than 30 minutes with an emphasis on identified focus area(s) when applicable. The focus may be area(s) of strength, area(s) for improvement, or both.
Teachers who are fully evaluated will receive at least two classroom walkthroughs. These may be announced or unannounced. Classroom walkthroughs are informal observations of less than 30 minutes with an emphasis on identified focus area(s) when applicable. The focus may be area(s) of strength, area(s) for improvement, or both.
Note that during walkthroughs and the Formal Focused Observation, evaluators are not limited to collecting evidence on the identified focus area(s). Evaluators must ensure they have sufficient evidence to provide a Final Holistic Rating at the end of the evaluation cycle.
Note that during walkthroughs and the Formal Focused Observation, evaluators are not limited to collecting evidence on the identified focus area(s). Evaluators must ensure they have sufficient evidence to provide a Final Holistic Rating at the end of the evaluation cycle.
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).
Suggested Sequence
Suggested Sequence
Full Cycle
Full Cycle
- Develop a Professional Growth or Improvement Plan aligned to the most recent holistic evaluation results and propose a sequence of appropriate activities leading to progress on the goals.
- Perform a Formal Holistic Observation, followed by a Conference. Determine area(s) of focus.
- Conduct at least two informal observations/walkthroughs with an emphasis on identified area(s) of focus.
- Perform a Formal Focused Observation with an emphasis on identified area(s) of focus.
- Hold a Final Summative Conference in which the Final Rating is provided.
Less Frequent Cycle
Less Frequent Cycle
The local board of education may elect to evaluate less frequently each teacher rated Accomplished on the teacher's most recent evaluation once every three years, provided the teacher submits a self-directed Professional Growth Plan** to the evaluator, and the evaluator determines the teacher is making progress on that plan. The Professional Growth Plan shall focus on the most recent evaluation and observations. Less frequent evaluations must include one observation and one conference. Teachers with ratings of Accomplished may choose their credentialed evaluator for the evaluation cycle.
The local board of education may evaluate less frequently each teacher rated Skilled on the teacher's most recent evaluation once every two years, provided the teacher and evaluator jointly develop a Professional Growth Plan** for the teacher, and the evaluator determines the teacher is making progress on that plan. The Professional Growth Plan shall focus on the most recent evaluation and observations. Less frequent evaluations must include one observation and one conference. Teachers with ratings of Skilled may have input on the selection of their credentialed evaluator for the evaluation cycle.
**Districts have discretion to place any teacher on an Improvement Plan at any time based on deficiencies in any individual component of the evaluation system. However, the notice requirements for being placed on an Improvement Plan, the components of the plan and the implementation process for the plan may be subject to the terms of a collective bargaining
Accomplished & Skilled
Accomplished & Skilled
- Develop a Professional Growth Plan demonstrating progress in the focus area(s), self-directed for the accomplished teacher and jointly developed for the skilled teacher. It is aligned to the most recent holistic evaluation results and proposes a sequence of appropriate activities leading to progress on the goals.
- Conduct an Observation, either one formal (holistic or focused) or informal (walkthrough) observation, as locally determined
- Hold One Conference for discussion on progress made on Professional Growth Plan goals.
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).
Suggestions for Using Evidence to Inform Final Holistic Performance Ratings
Suggestions for Using Evidence to Inform Final Holistic Performance Ratings
STEP 1: GATHER EVIDENCE ON TEACHER PERFORMANCE TO BEGIN THE FINAL HOLISTIC RATING PROCESS
STEP 1: GATHER EVIDENCE ON TEACHER PERFORMANCE TO BEGIN THE FINAL HOLISTIC RATING PROCESS
- Review all evidence of a teacher’s performance for the year before issuing an end-of-year rating. Write adequate detail around the early interactions to jog your memory and keep you grounded in facts.
- Update notes on the rubric regularly as evidence is gathered so that all the evidence is organized in one place as the year progresses.
STEP 2: ISSUE A PERFORMANCE RATING FOR EACH DOMAIN
STEP 2: ISSUE A PERFORMANCE RATING FOR EACH DOMAIN
- The evaluator should consider the patterns evident across the components within a domain. Compare the evidence and patterns to the indicators within a domain.
- Reread all the evidence for a domain and consider which performance level best matches the evidence collected.
- Consider the preponderance of evidence for this domain and then select the performance level that best describes the domain overall.
- Repeat this process for each domain.
STEP 3: ISSUE THE END-OF-YEAR FINAL HOLISTIC RATING
STEP 3: ISSUE THE END-OF-YEAR FINAL HOLISTIC RATING
- Once you determine a rating for each domain, based on the available evidence from multiple interactions, look at the larger picture of performance across all domains.
- Do not consider one performance area in isolation but should analyze it in relation to all other areas of performance. It is important for the evaluator to consider the preponderance of evidence collected throughout the evaluation cycle to assist in the determination of the Final Holistic Rating.
- Even the most comprehensive compilation of evidence is only a series of snapshots of a teacher’s performance. Therefore, use well-cultivated professional judgment informed by training and evidence of an individual’s performance to arrive at a holistic performance rating.
- Do not use a formula to “add up” the ratings for each domain, as this strategy may gloss over areas in need of improvement or obscure the teacher’s progress over time.
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).
Local Decision Points
Local Decision Points
Performance Components
Performance Components
Will the district require completion of the self-assessment? (this remains private to the teacher)
Will the district require completion of the self-assessment? (this remains private to the teacher)
Are pre-conferences required? If so, are there any guidelines?
Are pre-conferences required? If so, are there any guidelines?
Are observations announced or unannounced?
Are observations announced or unannounced?
Is feedback required on each walkthrough/ informal observation? If yes, what will this look like?
Is feedback required on each walkthrough/ informal observation? If yes, what will this look like?
In addition to the conference following the holistic formal observation and the final summative conference, are other conferences required?
In addition to the conference following the holistic formal observation and the final summative conference, are other conferences required?
Evaluation cycle
Evaluation cycle
How many focus areas will evaluators select for teachers in the full evaluation cycle?
How many focus areas will evaluators select for teachers in the full evaluation cycle?
Will the district evaluate teachers having earned an Accomplished or Skilled rating less frequently?
Will the district evaluate teachers having earned an Accomplished or Skilled rating less frequently?
- How will it be determined if progress is made on the PGP?
- For the one required observation, what type of observation will that be?
- For the one required conference, what type of conference will that be?
What is the process for selecting evaluators of Accomplished and Skilled teachers?
What is the process for selecting evaluators of Accomplished and Skilled teachers?
Will the district choose to not evaluate a teacher providing notice of retirement by December 1?
Will the district choose to not evaluate a teacher providing notice of retirement by December 1?
Will the district choose to not evaluate the teacher participating for the first time in RESA?
Will the district choose to not evaluate the teacher participating for the first time in RESA?
How will the district determine if a teacher is on board approved leave for more than 50% of the school year? Will that teacher be evaluated?
How will the district determine if a teacher is on board approved leave for more than 50% of the school year? Will that teacher be evaluated?
For the teacher on a limited or extended limited contract, under consideration for non-renewal, the district is required to conduct at least three formal observations. How will this be communicated and implemented?
For the teacher on a limited or extended limited contract, under consideration for non-renewal, the district is required to conduct at least three formal observations. How will this be communicated and implemented?
Source: Ohio Department of Education. (2020). OTES 2.0 Model (032720).
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