Ohio Teacher Evaluation System:
Assessment of Teacher
Performance
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Welcome to Day 1 Training!
Ohio Teacher Evaluation System (OTES)
Settle in
Read pages 1-5 from your handbook
We’ll get started at 9:00 am
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Training Purposes/Objectives
•
Understand and be able to apply the OTES Framework.
•
Begin to use and apply the observation processes (preconference, observation, post-conference) presented from
the Teacher Performance OTES framework component.
•
Understand and apply necessary tools from the OTES model
and/or align locally developed evaluation tools with the OTES
model.
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Once Upon MacDonald’s Farm Story
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Today’s Agenda
Introduction and Objectives
Text Rendering
Debrief
Student Growth Measures (SGM)
Consensus Map Activity
Break
Connecting to the OTES Rubric (I do/We do/You do)
The Pre Conference
Watch Pre-Conference/ Debrief Post Conference
Lunch
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Today’s Agenda
Collecting of Evidence: Scripting Techniques
for Evaluators
Watch Video #1
Break
Group categorizing evidence using the OTES
Rubric
Individual categorizing evidence using OTES
Post-Conference Overview (want / don’t want)
Watch Post -Conference + Debrief
Conclusion: Wrap-up and Next Steps
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Text Rendering
• Each person will be assigned a document that they need to
render
– Professional Growth/Improvement Plan (p. 63-64)
– Implementing the OTES Process (p.65-66)
– Using the Evidence to Inform Holistic Performance Ratings (p. 67-69)
• Text rendering asks you to dig deeply into the document as a
group and define/describe what the most important
information is
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Text Rendering
Set Up:
1.Take 3-5 minutes to read the document your group has been
assigned.
2. After you are done reading, place a star next to the paragraph
that you believe is most important.
3. Once you have placed your star, underline the sentence within
the paragraph that you think is most important.
4. Finally, highlight the word that best captures the main point of
the paragraph.
Steps:
Go through steps 1-4 with your table group, and we will go
through steps 5-6 as a large group
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Present Your Text Rendering Findings
5. Each group will share the words that they found
particularly important and any other clarifying details.
6. Debrief as group
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Ohio Teacher Evaluation System (OTES)
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Student Growth Measures (SGM)
A: Teacher-level Value-Added data available
Teacher Value-Added
10-50%
LEA Measures
0-40%
=
Student Growth
(50%)
B: Approved Vendor Assessment data available
Vendor Assessment
10-50%
LEA Measures
0-40%
=
Student Growth
(50%)
C: No Teacher-level Value-Added or Approved Vendor Assessment data available
LEA Measures
50%
=
Student Growth
(50%)
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Placemat Consensus
2 minutes to
write individually
Participant
A
3 minutes to talk and
reach consensus
Participant
B
Consensus
Elements
Participant
D
Participant
C
5 minutes
to debrief
When you walk out of a lesson that you deem to be effective,
what were the elements that led you to that decision?
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Elements of an Effective Lesson
Placemat Consensus
Consensus
Elements
When you walk
out of a lesson
that you deem to
be effective, what
were the
elements that led
you to that
decision?
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Instructional Planning
OTES Rubric Structure
FOCUS FOR
LEARNING
(Standard 4:
Instruction)
Sources of
Evidence:
Pre-Conference
Ineffective
Developing
Proficient
Accomplished
The teacher does not
have a clear focus for
student learning or the
objective is too general
to guide lesson planning
or the objective is
inappropriate for the
students.
The teacher states a
focus for student
learning that is
appropriate for students.
The teacher develops a
measurable objective
for student learning
that aligns with the
Ohio standards.
The teacher can explain
the importance of the
objective and its
appropriateness for
students.
The teacher develops
an ambitious and
measurable objective
for student learning
that aligns with the
Ohio standards.
Teacher can explain
how the objective fits
into the broader unit
and course goals for
content learning and
skills.
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Break
10 minutes
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Process of Modeling Your Thinking
(Think-Aloud)
I
do
Think Aloud
We
do
Scaffold & Cue
You
do
Students Explain Thinking
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Rubric Activity
Directions:
Trainer will model
metacognition for
highlighting key words
from Knowledge of
Students.
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Knowledge of Students
Assessment of Teacher Performance:
OTES Rubric
Proficient
The teacher demonstrates familiarity with
students’ background knowledge and
experiences and describes multiple procedures
used to obtain this information.
The teacher’s instructional plan draws upon an
accurate analysis of the students’ development,
readiness for learning, preferred learning
styles, and backgrounds and prior experiences.
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Rubric Activity
Directions:
• As a table, discuss and highlight key
words from the “Proficient”
column for Focus for Learning,
Assessment Data, Prior Content
Knowledge/Sequence/Connections
and Lesson Delivery
• For groups who finish early, go
back to the Proficient column for
these areas and note the
differences from Developing and
Accomplished.
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Rubric Activity
Directions:
• Individually, highlight key words from the “Proficient”
column for Differentiation, Resources, Classroom
Environment, and Assessment of Student Learning.
• For those who finish early, go back to the Proficient
column for these areas and note the differences from
Developing and Accomplished.
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When do you collect evidence?
Prior to the lesson
being observed
During the lesson
After the lesson
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
What the teacher says and does
What the students say and do
Post-Conference
Communication between
classroom observation and
post-conference
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Pre-Conference Observation Activity
• Review the 5th grade mathematics lesson plan.
•Generate five questions that you would ask of this
teacher in a pre-conference regarding the lesson plan.
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Pre-Conference Observation Activity
•View pre-conference video (teacher talks about the
lesson).
•Please list the questions asked by the conference
leader.
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Pre-Conference Observation Activity
•Compare the questions this pre-conference leader
asked with your own questions.
•With a shoulder partner, share what parts of this preconference were effective AND how it could be MORE
effective.
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LUNCH
(30 minutes)
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When do you collect evidence?
Prior to the lesson
being observed
During the lesson
After the lesson
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
What the students What the
teacher says and does
say and do
Post-Conference
Communication between
classroom observation and
post-conference
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Collecting/Capturing Evidence
Capture:
•What the teacher says
•What the teacher does
•What the students say
•What the students do
•Copy wording from visuals used during the lesson
•Record time segments of lesson
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Evidence Collecting Tips
During the lesson:
1. Time
2. Abbreviate
3. Verbatim
4. Paraphrase
5. Circulate
After the lesson
1. Upfront Summary
2. Label
3. Lesson Analysis
4. Q & F
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Hints for Capturing Evidence
When capturing evidence during the lesson, these strategies will
help you collect accurate and defensible notes.
1. Time: Capture the length of different segments of the lesson
2. Abbreviate: When possible abbreviate; after the lesson
write out what you abbreviated
3. Verbatim: Capture verbatim dialogue when possible
4. Paraphrase: Use parentheses to indicate paraphrasing
5. Circulate: Circulate as necessary to collect evidence from
teacher, students and student work
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Hints for Capturing Evidence
When capturing and categorizing evidence after the lesson,
these strategies may help you categorize effectively.
6. Label: Begin categorizing your notes by labeling evidence for
rubric standard areas/indicators
7. Q & F: After you finish go thru your script and label all
questions and feedback (Lesson Delivery and Assessment
indicators)
8. Upfront Summary: After you finish, go through the evidence
and write a brief summary of the lesson
9. Lesson Analysis: Identify the lesson’s primary objective and
sub-objectives (Focus for Learning)
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Sample Evidence Collection Notes
Sample Evidence Collection Notes
Observing Classroom Instruction
•We will view a 5th grade mathematics lesson
connected to the lesson plan and pre-conference
•During the lesson, practice scripting/capturing
evidence.
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Break
10 minutes
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Lesson Activity
Directions:
Trainer will model metacognition for categorizing
evidence for the Lesson Delivery area.
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Collecting and Categorizing Evidence:
Language to Avoid
Avoid the use of the following language:
•Value Statements:
• I think…
•I feel…
•She should have…
•She could have…
•When I taught this, I …
The discussion about the lesson should be based on the
evidence and the rubric.
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Lesson Activity
Directions:
Divide into groups of three with the
following roles:
1. Keeper of the Rubric – ensures
the evidence is appropriate for
the specific area/standard
2. Value Statement Police – makes
the group aware when someone
uses value statements
3. Chart Creator – will synthesize the
evidence and record on the chart
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Lesson Activity
Directions:
• As a group, categorize the
appropriate evidence within the
rows for Differentiation, Resources,
Classroom Environment, and
Assessment of Student Learning
• Focus first on the “Proficient” level
and then move back and forth
across the rubric as needed to find a
connection
To Complete
Activity
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Lesson Activity
Directions:
• Individually, categorize evidence for
Focus for Learning, Assessment
Data, Prior Content
Knowledge/Sequence/Connections
• Focus first on the “Proficient” level
and then move back and forth
across the rubric as needed to find a
connection
To Complete
Activity
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When do you collect evidence?
Prior to the lesson
being observed
During the lesson
After the lesson
Pre-Conference
•Review of lesson
•Generate questions from
lesson plan
What the teacher says and does
What the students say and do
Post-Conference
Communication between
classroom observation and
post-conference
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What do you want / not want
in a post conference?
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Post-Observation Conference
Purpose:
To provide an opportunity for reflection on the areas of
reinforcement and refinement from a lesson to inform
and improve future practice. The post-observation
conference should focus on two areas from the rubric
(one for reinforcement and one for refinement).
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Four Key Elements of the Instructional
Post-Conference
1.
2.
3.
4.
Introduction/Greeting
Reinforcing the Teacher (Relative Lesson Strength)
Refining the Teacher (Relative Lesson Weakness)
Present Evidence and Rating Connected to the
Rubric
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Four Key Elements of the Instructional
Post-Conference
1. Introduction/Greeting/Establish Length
• Review Conference Process
• General Impression Question
- “How do you think the lesson went?”
2. Reinforcing the Teacher
• Identify an area of Reinforcement (ONLY one
area)
• Ask Self-Analysis Question
• Provide evidence from notes
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Four Key Elements of the Instructional
Post-Conference
3. Refining the Teacher’s Skill:
• Identify an area of Refinement (ONLY one area)
• Ask Self-Analysis Question
• Provide evidence from notes
• Give a recommendation for future practice
4. Present evidence and rating connected to the
rubric
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Post-Observation Activity
•From the evidence collection notes and categorizing
activity, what area from the rubric would you reinforce?
What area would you refine?
•The goal for the conference leader is to cognitively coach
the teacher through the use of reflective questions.
•Record 3 reflective questions you would ask the teacher
aligned to the area of reinforcement and 3 for the area of
refinement.
•Share those with your shoulder partner.
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Post-Observation Conference
• Watch the post-conference of the lesson we
watched earlier.
• Concentrate on filling in the self-analysis
questions you hear from the evaluator, and any
evidence provided for the reinforcement and
refinement areas.
• Note the different sections of the PostObservation Conference
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Post-Observation Conference
With a shoulder partner, what self analysis
questions did you hear? What evidence
was provided?
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Self-Reflection/Parking Lot
Please complete the following on a self
reflection sheet:
– From today’s training, I am most comfortable
with _________.
– From today’s training, I am least comfortable
with _________.
– My one question is ___________.
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Wrap-Up and Questions ?
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THANK YOU!
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