Ohio TIF and Ohio Teacher Evaluation System (OTES) Critical Paths for Successful Implementation
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1 Ohio TIF and Ohio Teacher Evaluation System (OTES) Critical Paths for Successful Implementation March 2012
2 Ohio TIF and the Ohio Teacher Evaluation System (OTES) Critical Implementation Paths Effective educator evaluations are an important part of strengthening the teaching profession. Because research shows that educator effectiveness is the single most important factor relative to improving student achievement, it make sense for school districts to invest time and resources in bringing out the best in all educators. There is an urgency to ensure all students graduate from high school prepared for success in college, careers, and future opportunities. And having an effective educator in every classroom is one way to help achieve this goal. In , Ohio TIF districts will be implementing the teacher performance side of the Ohio Teacher Evaluation System (OTES) framework, a year ahead of when all Ohio school districts must align their evaluation systems to OTES. Implementing the phased-in OTES work in will be challenging, and districts have expressed a variety of concerns including fairness and capacity for implementation. However, phased-in implementation of the OTES will provide Ohio TIF districts with the opportunity to test out the system in a phase-in year and inform the statewide roll-out in In discussing the OTES implementation with Ohio TIF districts, ODE and BFK have identified three critical paths for implementation: 1. Student Growth 2. Professional Learning 3. Communications ODE and BFK will be working to support Ohio TIF districts around these areas in spring 2012 to ensure a successful implementation of the OTES framework in the school year. This document outlines the essential components for smart implementation around these three critical paths, and the timeline for key action items. The Ohio Department of Education and Battelle for Kids 1
3 Critical Implementation Path: Student Growth Focused preparation on the student growth side of OTES is critical to ensure Ohio TIF districts successfully implement the full OTES framework in The U.S. Department of Education has provided flexibility in the use of student growth for In this phase-in year, student growth only needs to be part of the district s strategic compensation award model. It does not need to be part of the overall teacher evaluation. This flexibility provides Ohio TIF districts with the opportunity to work through some of the challenges and opportunities related to reliability and validity in a student growth system. Essential components for successful implementation 1. Assessment instruments and measures are grounded with school improvement utility. 2. Measures are valid and offer an increasing amount of reliability over time. 3. Levels of assessment literacy are increased so metrics are used wisely and well. 4. Local buy-in is achieved and driven by mutual commitment to values and fairness. Challenges Capacity for implementation there is considerable time involved in building assessment literacy. Transparency of metrics metrics used in the evaluation system must be transparent and easily understood by both administrators and teachers. Fair and reliable, but not equal fairness often thought of to mean measures being equal; however, measures can still be fair and reliable while not being equal. The challenge lies in achieving support of this notion among teachers. Complexity the measures used in teacher evaluations are complex, and there is a challenge to ensure that administrators and teachers understand the metrics being used to determine both the student growth and teacher performance aspects of evaluations. Speed verses quality there is a challenge to not sacrifice quality due to perceived urgency to make decisions regarding student growth. Expertise there is a limited number of experts with whom to share ideas or vet instruments. Inconsistent information as with any complex issue, there will be mixed messages and inconsistent information on guidelines for student growth that exist across education partners in Ohio. Opportunities Focus on student outcomes there is an opportunity to focus work on getting the student growth section of OTES right, with emphasis of evaluation on student learning. Using data to inform practice teachers have the opportunity to use student growth data to inform their classroom practice and professional growth. Opportunity to inform the process as statewide pioneers the phase-in year provides districts the opportunity to be innovative and creative, and provide feedback to inform the statewide implementation in The Ohio Department of Education and Battelle for Kids 2
4 Critical Implementation Path: Professional Learning Focused professional learning is needed in to facilitate successful implementation of OTES. Professional learning opportunities will include training in several critical areas, targeted to different audiences with varying levels of need. Many audiences, including teachers and principals, district administrators and school boards, and external stakeholder groups will need to build understanding and knowledge of the components and implementation plan of OTES. Audience Summary of OTES Professional Learning Needs by Audience Technical knowledge of Teacher Standards and OTES Coaching, Mentoring, Critical Conversations Vision of Educator Effectiveness Professional Learning and Growth Plans Teachers x x x x Principals x x x x x Superintendents x x x x x Local School Boards Statewide Associations Union Leadership Parent and Communities x x x x x x x x x x x x x x For the purposes of this document, the immediate needs of the teachers, principals, and superintendents are addressed. x Fairness and Capacity for Implementation Essential components for successful implementation 1. Professional learning will provide opportunities for districts to shift the conversation and attitudes regarding OTES from compliance-driven to an opportunity to support professional growth. The trainings will also explain how information gleaned from the evaluations will enhance instruction and educational opportunities for students. 2. Professional learning will build knowledge and understanding of Ohio s Standards for the Teaching Profession. 3. Professional learning will build knowledge and understanding of the OTES components, what they mean, and how they are being implemented. 4. Trainings will provide principals and other evaluators the critical skills necessary to serve as coaches and mentors, and have critical conversations with individuals being evaluated. 5. Districts will have the knowledge necessary to make decisions regarding metrics that can be used with a high level of validity and reliability within the evaluation system. The Ohio Department of Education and Battelle for Kids 3
5 Challenges Capacity for implementation there are vast training needs, and the resources to provide needed professional learning do not currently exist. Fairness an individual s understanding of the fairness existing within the system is dependent on their knowledge or perception of the metrics. Expertise There is no lack of expertise in many of these areas; however the critical considerations are affordability, training that meets district needs, and securing the right training when it is needed. Opportunities Principal leadership and coaching modules There is a critical need to help principals, and this experience can help build-out principal leadership and coaching online learning modules. Opportunity to inform the process as statewide pioneers The professional learning experiences can be used to build out a lean and highly effective professional learning and training module for statewide implementation. The Ohio Department of Education and Battelle for Kids 4
6 Critical Implementation Path: Communications Effectively communicating the OTES requirements is critical to ensure Ohio TIF districts successfully implement required OTES components in Communications will need to target both internal and external stakeholders, and focus on building support for OTES as an evaluation tool for professional growth and helping all students succeed, as well as help stakeholders understand the components and requirements of the system. Essential components for successful implementation 1. Enhance internal communications and collaboration between Battelle for Kids, Ohio TIF district leadership, the Evaluation for Improvement Team and the Ohio Department of Education. 2. Enhance understanding among Ohio TIF districts for the importance and use of evaluation for professional growth. 3. Increase awareness and support for the components and requirements of OTES. 4. Target ongoing communications to internal and external audiences, including: Internal Stakeholders TIF Coordinators Principals and other building-level administrators Teachers union Teachers, instructional and non-instructional staff Central office personnel and Board of Education External Stakeholders Parents/community members Business leaders Local government officials Media Challenges Capacity for implementation Districts are concerned about time, capacity, resources, and how to build support for the work. Conversations in districts are focused around compliance, rather than the opportunity OTES presents to design evaluation systems focused on professional growth. Fairness Districts are concerned about the issue of fairness as it relates to OTES, specifically around student growth measures for teachers with value-added reports versus teachers who don t have value-added reports. Making connections A major challenge is showing how OTES is integrated into the larger goal of strengthening educational opportunities for students and how it relates to other work schools are doing to achieve this, such as the Common Core implementation and formative instructional practices (FIP). Reliability/Accuracy Educators are concerned about the reliability and accuracy of the measures and components of the evaluation system. Opportunities Opportunity to inform the process as statewide pioneers Ohio TIF districts are required to implement components of the OTES framework in the school year. This is a phase-in year, and provides districts with the opportunity to be innovative and provide feedback to inform the statewide implementation in The Ohio Department of Education and Battelle for Kids 5
7 Ohio TIF Critical Implementation Path Timeline Spring/Summer 2012 Student Growth Professional Learning Communications February 2012 March 2012 April 2012 May 2012 June 2012 July 2012 Feb. 10: TIF Statewide Districts receive FAQs Districts participate in Districts participate in June 25-26: Principal Advisory Group meeting regarding Linkage linkage process linkage process Academy Feb. 15: Evaluation for Improvement Team Meeting (EFIT) Feb. 29: EFIT Meeting Basecamp site created for Evaluation for Improvement Team (EFIT) Communications platform and plan shared with Evaluation for Improvement Team ODE to publish approved assessment list with guidance for student growth March 16: TIF meeting, report-out from student growth design teams Districts update own assessment inventory, identify overlaps with ODE s approved list for student growth District-wide learning on student growth components and options for weighting OTES ratings guidance from ODE BFK to develop collaborative networks around OTES for various groups in the TIF project March 16: TIF meeting, districts receive OTES communications toolkit Districts utilize communications toolkit resources to create awareness among staff about OTES and the importance of evaluation for professional growth Information shared regarding ODE s No Child Left Behind (NCLB) waiver request Districts submit assessment inventory to BFK Districts work on updating Year 2 Award models (guidance from ODE and BFK) ODE and Evaluation for Improvement Team (EFIT) to receive guidance on creating local student growth measures from AIR April 1: Districts required to submit MOU to ODE Districts utilize toolkit to build understanding of the OTES components among district staff Districts utilize resources from BFK to explain how OTES will impact principals (capacity) and teachers (fairness) May 10: OAC/TIF Quarterly Meeting, report-out from design teams May 11: Statewide Advisory Group meeting District-wide training on Ohio Standards for the Teaching Profession, student growth components and options for weighting Evaluator training on credentialing and support Evaluator learning opportunities through OTES Principal User Group Districts engage in communications around TIF Year 2 Award Models being submitted to ODE/BFK Districts continue communications to district staff about OTES BFK to update districts on collaborative opportunities for student growth experimentation ODE to publish guidance for creation of local growth measures (SLOs) District-wide training on growth and improvement models, student growth components and options for weighting Evaluator training coaching and mentoring; credentialing and support; ongoing learning Teacher training on collection of evidence for OTES teacher performance Districts develop strategy for engaging external stakeholders in conversations around OTES (parents, community, media); utilize resources developed by ODE and BFK ODE and BFK working on support and training resources for school year (assessment literacy, local student growth measures, etc.) Evaluator training on OTES components OTES ratings guidance from ODE Evaluator training on credentialing and support Districts prepare back-toschool communications around OTES and the work in the school year Ohio Department of Education and Battelle for Kids 6
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