The temporary changes in House Bill 197, House Bill 164 and House Bill 404 of the 133rd General Assembly impact teacher, principal and school counselor evaluations. These changes, made in the context of the COVID-19 pandemic, grant districts flexibility around educator evaluations for the 2020-2021 and 2021-2022 school years.
For more information, please see Education Evaluation Systems Guide for Restart.
Alternative Framework Components
The alternative framework structure includes a third measure as 15 percent of the teacher evaluation. If a district chooses the alternative framework, one, or any combination of the following components shall be 15 percent of each teacher’s evaluation: student surveys, teacher self-evaluations, peer review evaluations, student portfolios, or a district-determined component. If selecting the alternative framework, districts may use one of the department-approved instruments below with the selected alternative component.
Teacher Self-Evaluation as an Alternative Component of Teacher Evaluation
Teacher Self-Evaluation promotes an objective self-reflection of strengths and areas for growth. The reflection should be based on analysis of evidence about effective instructional practices and the impact of those practices on student learning.
Peer Review Evaluation as an Alternative Component of Teacher Evaluation
Peer review evaluation is an ongoing process in which the teacher and peer reviewer examine data, performance and student learning. The Peer Review Evaluation tool can be used to promote a collaborative relationship between a teacher and his/her peer reviewer.
Student Portfolios as an Alternative Component of Teacher Evaluation
Student portfolios provide documentation of a teacher’s practice in relation to the Standards for the Teaching Profession. As an evaluation tool, student portfolios provide teachers the opportunity to demonstrate how their knowledge and skills result in improved teaching practices and student learning.
Student Perception Surveys AS AN ALTERNATIVE COMPONENT OF TEACHER EVALUATION
Required by law, the Ohio Department of Education created a list of student surveys that can provide district users a one to four teacher effectiveness rating based upon the student perception survey results. Districts may choose to use a student survey on the ODE-approved list of student surveys as an option to determine teacher effectiveness. Districts administering a student survey on the approved list must contact the survey vendor directly for details on how the survey is used for teacher evaluation.
Approved Student Survey Requirements
The vendors on the approved list provided evidence that the student survey meet these fundamental requirements:
- Alignment of survey items to Ohio Teaching Standards;
- Grounded in research about teaching and designed to provide evidence of effectiveness of teachers’ practice for formative and/or summative purposes;
- Provide historical summary of services;
- Meet appropriate standards of validity;
- Meet appropriate standards of reliability;
Approved surveys that meet all of the above criteria are on the approved list. There will be future opportunities for vendors to demonstrate they meet the qualifications to be on the list.
NOTE: The Ohio Department of Education does not approve the monetary aspect and cost structure of the provision of services. Monetary aspects and cost structure of the provision of services are determined between the District and the vendor. ODE will not provide any funds for district use of the assessments on this list or any other assessments the district may consider for the use with their evaluation systems.
District-Determined component AS AN ALTERNATIVE COMPONENT OF TEACHER EVALUATION
When selecting a district-determined component for use with the alternative framework, the district should consider components that produce useful information to advance teacher professional growth and practice. The district also must score the component on a four-point scale, with one being the lowest possible score. Below are examples of components used by other states that Ohio districts might wish to consider.
The Rhode Island Model, page 67, uses professional growth goals to improve teaching practice. See Professional Responsibility 7: Writes and implements a Professional Growth Goal, which addresses personal, school or district needs and aims at improving teacher practice.
District of Columbia Public Schools has four-level alternative measures under “Commitment to the School Community” (page 44) and “Core Professionalism” (page 50).
Last Modified: 12/31/2020 8:02:48 AM