What are the required forms?
There are no required forms. LEAs are required to align to the state framework, the performance rubric, and collect evidence to support the ratings.
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Why are certain things included in the rubric? How was it determined what would go into this rubric?
The scope of work of the Ohio Teacher Evaluation Writing Team during 2009‐2010 included extensive study of model evaluation systems throughout the country. Many state systems were examined in depth (e.g., District of Columbia Public Schools, Delaware, New Mexico, Colorado) for a standards‐based definition of teacher effectiveness. Research was supplemented by the work of Charlotte Danielson, Laura Goe, New Teacher Center, and Learning Point Associates. The writing team used the Ohio Standards for the Teaching profession as the foundation for determining areas to be included in the rubric. From this work, the rubric was developed. A review was then conducted by national experts. Input received during field testing and piloting further refined the rubric.
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If a district does not use OTES and wants to use its own evaluation system, what steps do they have to take to be able to use their own evaluation system?
All evaluators in Ohio, regardless of the evaluation system they use, will have to complete state sponsored training and pass an online assessment. Their performance rubric will need to be aligned with the OTES rubric. The LEA must complete the alignment tool found in the eTPES as well as report their ratings in the electronic system.
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Why does the rubric say “and/or” if all areas must be met? Do all indicators on the rubric have to be evaluated?
All indicators on the rubric do not have to have evidence associated with them. However, it is important that the evaluator have enough evidence to make a determination of the rating for that teacher.
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How will the rubrics be used to focus professional development for teachers and administrators?
At the beginning of the school year, the educator will complete a professional growth plan or have an improvement plan completed. In these plans, there should be areas determined for professional development. A self‐assessment using the Ohio Standards for the Teaching Profession may be completed by the teacher prior to developing the professional growth plan to provide a complete picture of his/her teaching practice.
Each educator should engage in a post‐conference. During that conference, the evaluator should offer area(s) of reinforcement and area(s) of refinement. These areas of refinement will guide improvement and professional development.
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Are the pre‐conferences and post‐conferences required?
No, they are considered best practice. Growth comes from the conversations about practice between observer and teacher.
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Do both formal observations have to be scheduled/ announced?
This is a district decision.
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Does the evaluator have to script during the observation?
Scripting is a tool used by the evaluator to capture evidence. This evidence is needed and important to use when assigning a rating to the observation. As the evaluator becomes more familiar with the evaluation system, the evaluator will likely develop his/her own methods for collecting evidence during the observation. However, scripting is not required.
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