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Professional Responsibilities in OTES 1.0 is a stand-alone domain. In OTES 2.0, Professional Responsibilities is comprised of four components:
Professional Responsibilities in OTES 1.0 is a stand-alone domain. In OTES 2.0, Professional Responsibilities is comprised of four components:
* Communication and Collaboration with Families
* Communication and Collaboration with Families
* Communication and Collaboration with Colleagues
* Communication and Collaboration with Colleagues
* District Policies and Professional Responsibilities
* District Policies and Professional Responsibilities
* Professional Learning
* Professional Learning
This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Professional Responsibilities and crosswalks the performance ratings within each component.
This section explores the similarities and differences between OTES 1.0 and OTES 2.0 for Professional Responsibilities and crosswalks the performance ratings within each component.
Standards, Elements and Sources of Evidence
Standards, Elements and Sources of Evidence
Standards
Standards
Standard 6: Collaboration and Communication
Standard 6: Collaboration and Communication
Standard 7: Professional Responsibility and Growth
Standard 7: Professional Responsibility and Growth
Sources of Evidence
Sources of Evidence
Professional Development Plan or Improvement Plan
Professional Development Plan or Improvement Plan
Pre-conference
Pre-conference
Post-conference
Post-conference
Daily Interaction with Others
Daily Interaction with Others
Standards and Elements
Standards and Elements
Standard 6: Collaboration and Communication
Standard 6: Collaboration and Communication
Element 6.1
Element 6.1
Element 6.2
Element 6.2
Element 6.3
Element 6.3
Standard 7: Professional Responsibility and Growth
Standard 7: Professional Responsibility and Growth
Element 7.1
Element 7.1
Element 7.2
Element 7.2
Element 7.3
Element 7.3
Sources of Evidence
Sources of Evidence
Professional Growth Plan or Improvement Plan
Professional Growth Plan or Improvement Plan
Pre-Conference
Pre-Conference
Post-Conference
Post-Conference
Artifacts
Artifacts
Self-Assessment
Self-Assessment
Peer Review
Peer Review
Domains, Components & Performance Level (Accomplished)
Domains, Components & Performance Level (Accomplished)
Professional Responsibilities
Professional Responsibilities
The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities.
The teacher communicates effectively with students, families, and colleagues. The teacher collaborates with colleagues to improve personal and team practices by facilitating professional dialogue, peer observation and feedback, peer coaching and other collegial learning activities.
The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom.
The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom.
The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence.
The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence.
Classroom Environment
Classroom Environment
The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development.*
The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development.*
Communication and Collaboration with Families
Communication and Collaboration with Families
The teacher uses multiple effective and appropriate communication and engagement strategies with individual students and families. These ongoing strategies promote two-way communication, active participation and partnerships that contribute to each student’s learning, well-being and development.
The teacher uses multiple effective and appropriate communication and engagement strategies with individual students and families. These ongoing strategies promote two-way communication, active participation and partnerships that contribute to each student’s learning, well-being and development.
Communication and Collaboration with Colleagues
Communication and Collaboration with Colleagues
The teacher initiates effective communication and collaboration with colleagues outside the classroom, resulting in improvements in student learning, individual practice, school practice and/or the teaching profession.
The teacher initiates effective communication and collaboration with colleagues outside the classroom, resulting in improvements in student learning, individual practice, school practice and/or the teaching profession.
District Policies and Professional Responsibilities
District Policies and Professional Responsibilities
The teacher demonstrates understanding by following district policies, state and federal regulations, and the Licensure Code of Professional Conduct for Ohio Educators.
The teacher demonstrates understanding by following district policies, state and federal regulations, and the Licensure Code of Professional Conduct for Ohio Educators.
The teacher exemplifies effective leadership characteristics beyond their classroom. The teacher helps shape policy at the school, district or state level.
The teacher exemplifies effective leadership characteristics beyond their classroom. The teacher helps shape policy at the school, district or state level.
Professional Learning
Professional Learning
The teacher consistently pursues best practices and sets, monitors and reflects on progress in meeting short-term and long-term professional goals based on data analysis to improve student learning. The teacher takes appropriate action to meet the goals. The teacher collaborates with colleagues and others to share best practices.
The teacher consistently pursues best practices and sets, monitors and reflects on progress in meeting short-term and long-term professional goals based on data analysis to improve student learning. The teacher takes appropriate action to meet the goals. The teacher collaborates with colleagues and others to share best practices.
Similarities
Similarities
OTES 1.0
OTES 1.0
- Communicates effectively
- The teacher engages in two-way, ongoing communication with families that results in active volunteer, community, and family partnerships which contribute to student learning and development
- The teacher collaborates with colleagues to improve personal and team practices
- The teacher meets ethical and professional responsibilities
- The teacher sets and regularly modifies short-and long-term professional goals based on analysis of student learning evidence
OTES 2.0
OTES 2.0
- Effective communication
- The teacher uses multiple effective and appropriate communication and engagement strategies with individual students and families. These ongoing strategies promote two-way communication, active participation and partnerships that contribute to each student’s learning, well-being and development
- The teacher collaborates with colleagues outside the classroom, resulting in improvements in student learning, individual practice and school practice
- The teacher demonstrates understanding by following district policies, state and federal regulations and the Licensure Code of Professional Conduct for Ohio Educators
- The teacher sets short-term and long-term professional goals based on data analysis to improve student learning
New Performance Expectations
New Performance Expectations
Communication with families: Is appropriate; About individual students; For well-being
Communication with families: Is appropriate; About individual students; For well-being
Collaboration with colleagues also improves: Student learning; The teaching profession
Collaboration with colleagues also improves: Student learning; The teaching profession
Emphasis on the recently revised Licensure Code of Professional Conduct for Ohio Educators
Emphasis on the recently revised Licensure Code of Professional Conduct for Ohio Educators
The teacher exemplifies effective leadership characteristics beyond their classroom
The teacher exemplifies effective leadership characteristics beyond their classroom
The teacher helps shape policy at the school, district or state level
The teacher helps shape policy at the school, district or state level
The teacher does more than set goals: Consistently pursues best practices; Monitors progress; Reflects on progress; Takes appropriate action to meet the goal(s); Share best practices
The teacher does more than set goals: Consistently pursues best practices; Monitors progress; Reflects on progress; Takes appropriate action to meet the goal(s); Share best practices
OTES 2.0 Performance Level Crosswalk
OTES 2.0 Performance Level Crosswalk
Communication and Collaboration with Families
Communication and Collaboration with Families
Ineffective
Ineffective
- Teacher does not communicate with students and families
Developing
Developing
- Teacher uses inconsistent or unsuccessful communication and engagement strategies with students and families
- Does not adequately contribute to student learning, well-being, and development
Skilled
Skilled
- Teacher uses effective and appropriate communication and engagement strategies with students and families
- Development of partnerships that contribute to student learning, well-being, and development
Accomplished
Accomplished
- The teacher uses multiple effective and appropriate communication and engagement strategies with individual students and families
- These ongoing strategies promote two-way communication, active participation and partnerships that contribute to each student’s learning, well-being and development
Communication and Collaboration with Colleagues
Communication and Collaboration with Colleagues
Ineffective
Ineffective
- Teacher does not communicate and/or collaborate with colleagues
Developing
Developing
- Teacher inconsistently or unsuccessfully communicates and/or collaborates with colleagues
- Limited improvement of professional practice
Skilled
Skilled
- Teacher effectively communicates and collaborates with colleagues to examine instructional practice and to analyze trends and patterns of student work and student data
- Identify and implement targeted strategies for improvement of professional practice
Accomplished
Accomplished
- Teacher initiates effective communication and collaboration with colleagues outside the classroom
- Improvement of student learning, individual practice, school practice and/or the teaching profession
District Policies and Professional Responsibilities
District Policies and Professional Responsibilities
Ineffective
Ineffective
- Demonstrates a lack of regard for and understanding of district policies, state and federal regulations, and the Licensure Code of Professional Conduct for Ohio Educators
Developing
Developing
- Minimal demonstration of understanding of district policies, state and federal regulations, and the Licensure Code of Professional Conduct for Ohio Educators
Skilled
Skilled
- Demonstrates understanding by following district policies, state and federal regulations and the Licensure Code of Professional Conduct for Ohio Educators
Accomplished
Accomplished
- Demonstrates understanding by following district policies, state and federal regulations and the Licensure Code of Professional Conduct for Ohio Educators
- Teacher exemplifies effective leadership characteristics beyond their classroom
- Teacher helps shape policy at the school, district or state level
Professional Learning
Professional Learning
Ineffective
Ineffective
- Teacher sets short-term and long-term professional goals
- Fails to monitor progress
- Fails to take action to meet the goals
Developing
Developing
- Teacher sets short-term and long-term professional goals
- Monitor progress
- Fails to take appropriate action to meet the goals
Skilled
Skilled
- Teacher sets short-term and long-term professional goals
- Monitor progress in meeting the goals based on self-reflection and data analysis
- Takes appropriate action to meet the goal
Accomplished
Accomplished
- Teacher sets short-term and long-term professional goals
- Monitors and reflects on progress in meeting the goals based on data analysis to impact student learning
- Takes appropriate action to meet the goals
- Teacher collaborates with colleagues and others to share best practices
Potential Questions based on Deconstruction of the Accomplished Performance Level
Potential Questions based on Deconstruction of the Accomplished Performance Level
Communication and Collaboration with Families
Communication and Collaboration with Families
What are the multiple means of on-going two-way communication used by the teacher?
What are the multiple means of on-going two-way communication used by the teacher?
To what degree are individual students and their families actively participating in the development of partnerships that contribute to the individual student’s learning, well-being, and development?
To what degree are individual students and their families actively participating in the development of partnerships that contribute to the individual student’s learning, well-being, and development?
Communication and Collaboration with Colleagues
Communication and Collaboration with Colleagues
In what ways and how frequently does the teacher initiate effective communication and collaboration with colleagues beyond the classroom?
In what ways and how frequently does the teacher initiate effective communication and collaboration with colleagues beyond the classroom?
How well do these communications and collaborations result in improvement of student learning?
How well do these communications and collaborations result in improvement of student learning?
How well do these communications and collaborations result in improvement of individual practice?
How well do these communications and collaborations result in improvement of individual practice?
How well do these communications and collaborations result in improvement of school practice?
How well do these communications and collaborations result in improvement of school practice?
How well do these communications and collaborations result in improvement of the teaching profession?
How well do these communications and collaborations result in improvement of the teaching profession?
District Policies and Professional Responsibilities
District Policies and Professional Responsibilities
How well does the teacher understand and follow district policies?
How well does the teacher understand and follow district policies?
How well does the teacher understand and follow state and federal regulations?
How well does the teacher understand and follow state and federal regulations?
How well does the teacher understand and follow the Licensure Code of Conduct for Ohio Educators?
How well does the teacher understand and follow the Licensure Code of Conduct for Ohio Educators?
What evidence exists to demonstrate exemplary and effective leadership characteristics beyond the classroom?
What evidence exists to demonstrate exemplary and effective leadership characteristics beyond the classroom?
In what ways does the teacher shape policy at the school, district or state level?
In what ways does the teacher shape policy at the school, district or state level?
Professional Learning
Professional Learning
What evidence exists for the consistent pursuit of best practices?
What evidence exists for the consistent pursuit of best practices?
By what means does the teacher set, monitor, and reflect on progress in short- and long-term professional goals?
By what means does the teacher set, monitor, and reflect on progress in short- and long-term professional goals?
To what degree are the goals based on student learning data analysis?
To what degree are the goals based on student learning data analysis?
What actions does the teacher take to meet the goals?
What actions does the teacher take to meet the goals?
How does the teacher collaborate with colleagues and others on sharing best practices?
How does the teacher collaborate with colleagues and others on sharing best practices?
Sources
Sources
- Ohio Department of Education. (2015). OTES-Model-122315.
- Ohio Department of Education. (2019). OTES Model Draft 12.4.19.
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