Evaluation of Certified Staff
(Ohio Teacher Evaluation System)
The District will follow policies and procedures in place during the 2019-202 school year for the 2020-2021 school year and will implement this policy beginning with the 2021-22 school year.
Standards-Based Teacher Evaluations
The Board of Education is responsible for a standards-based teacher evaluation policy which conforms to the framework for evaluation of teachers as approved by the State Board of Education and aligns with the “Standards for the Teaching Profession” as set forth in State law.
The Board adopts the Ohio Teacher Evaluation System (“OTES”) model as approved by the State Board of Education.
The Board believes in the importance of ongoing assessment and meaningful feedback as a powerful vehicle to support improved teaching performance and student growth, as well as retention decisions for teachers.
The policy shall be implemented as set forth herein and shall be included in the collective bargaining agreement with the Girard Education Association, and in all extensions and renewals thereof.
This policy has been developed in consultation with teachers employed by the Board.
The Board authorizes the Superintendent to maintain an ongoing Girard Teacher Evaluation System Committee (“GTESC”), with continuing participation by District teachers for the purpose of recommending necessary changes to the Board for the appropriate revision of the policy.
Definitions
"OTES" - stands for the Ohio Teacher Evaluation System as adopted by the State Board of Education in 2020, or as otherwise modified by the State Board of Education.
"Teacher" - For purposes of this policy, "teacher" means licensed instructors who spend at least 50% of his/her time providing content-related student instruction and who is working under one of the following:
- A license issued under R.C. 3319.22, 3319.26, 3319.222 or 3319.226; or
- A permanent certificate issued under R.C. 3319.222 as it existed prior to September, 2003; or
- A permanent certificate issued under R.C. 3319.222 as it existed prior to September, 2006; or
- A permit issued under R.C. 3319.301.
Substitute teachers and teachers not meeting this definition are not subject to evaluation under this policy.
"Credentialed Evaluator" - Means the appropriately qualified individual, assigned to the District, who is responsible for completing the evaluation process for a teacher. For purposes of this policy, each teacher subject to evaluation will be evaluated by person who:
- meets the eligibility requirements under R.C. 3319.111(D); and
- holds a credential established by the Ohio Department of Education (ODE) for teacher evaluation; and
- has completed State-sponsored evaluation training and has passed an online credentialing assessment.
The Board authorizes the Superintendent/designee to approve and maintain a list of credentialed evaluators as necessary to effectively implement this policy.
“High-Quality Student Data”- Means locally-determined data that provides evidence of student learning attributable to the teacher who is being evaluated. When applicable to the grade level or subject area, High-Quality Student Data (HQSD) shall include the value added progress dimension and the teacher shall use at least one other measure of HQSD to demonstrate student learning. HQSD may also include data obtained from the list of ODE approved student assessments.
High Quality Student Data may not include student learning objectives (SLOs) or shared attribution.
“Value Added”- Refers to the EVASS Value-Added methodology provided by SAS, Inc., which provides a measure of student progress at the district and school level based on each student’s scores on State-issued standardized assessments.
“Evaluation Cycle”- Means the time period for the completion of the evaluation procedure. The evaluation cycle is completed when performance assessments are conducted for the current school year and the teacher is assigned a final holistic rating.
“Evaluation Framework”- Means the document created and approved by ODE in accordance with O.R.C. 3319.111 that establishes the standards-based framework for the evaluation of teachers developed under O.R.C. 3319.112
“ Evaluation Instruments”- Refers to the forms developed by ODE, including the “Teacher Performance Evaluation Rubric”
“Evaluation Procedure”- Refers to the procedural requirements set forth in this policy intended to provide specificity to the statutory obligations established under O.R.C. 3319.111 and O.R.C. 3319.112 and to confirm to the framework for the evaluation of teachers developed under O.R.C. 3319.112
“Final Evaluation Rating”- Means the final holistic evaluation rating that is assigned to a teacher pursuant to terms of this policy. The evaluation rating is assigned at the conclusion of the evaluation cycle.
Credentialed Evaluations
Evaluations carried out under this policy are conducted by persons holding evaluator credentials established by ODE.
Final Holistic Rating and Evaluation Cycle
Teachers are assigned a final holistic rating of Accomplished, Skilled, Developing or Ineffective. This rating will be based on a combination of informal and formal observations and supporting evidence using the Teacher Evaluation Rubric.
Annually, the Board submits to the ODE the number of teachers assigned a final holistic rating, aggregated by the teacher preparation programs from which the teachers graduated. The name of, or any personally identifiable information about any teacher reported in the compliance with this provision cannot be required.
The district will choose to exempt teachers from the evaluation cycle who meet one (1) of the following criteria:
- A teacher who declares retirement by December 1st of the current school year, and submits a letter of intent to the Superintendent by that date; or
- A teacher who is participating in the teacher residency program for the year during which the teacher takes the Resident Educator Summative Assessment (RESA) for the first time; or
- A teacher who is on Board approved leave for more than 50% of the current school year; or
- A teacher who spends less than 50% of their time instructing students.
The full evaluation cycle includes:
- Professional Growth/ Improvement Plan
- One formal holistic observation, followed by a conference
- At least two classroom walkthroughs- with an emphasis on identified focus area(s) when applicable;
- One formal focused observation – with an emphasis on identified focus area(s) and
- One final summative conference
The teacher performance measure of the evaluation cycle is aligned with the following Ohio Standards for the Teaching Profession:
- Understand student learning and development, respect student diversity and hold high expectations for all students to achieve and progress at high levels
- Understand the content areas for which they have instructions responsibility
- Understand and use varied assessments to inform instruction and evaluate and ensure student learning
- Plan and deliver effective instruction that advances the learning of each student
- Create learning environments that promote high levels of learning and achievement for all students
- Collaborate and communicate with students, parents, other teachers, administrators and the community to support student learning and
- Assume responsibility for professional growth and performance as an individual and as a member of a learning community
The Superintendent/designee selects/ develops evaluation tools to calculate teacher performance. The Board directs the Superintendent/designee to develop procedures for these evaluation tools.
Teachers under consideration for nonrenewal and who are on a limited or extended limited contract, receive at least three formal observations during the evaluation cycle.
All teacher evaluations are completed by May 1. Teachers evaluated under this policy are provided with a written copy of their evaluation results by May 10.
A teacher who receives a rating of “Accomplished” on his/her most recent evaluation may be evaluated once every three years. The teacher will be required to submit a self-directed professional growth plan to the evaluator, and the evaluator will determine if the teacher is making progress on the plan. The professional growth plan with focus on the most recent evaluation of the teacher. The teacher will be provided with at least one informal observation and post-conference in any year that such teacher is not formally evaluated.
A teacher who received a rating of “Skilled” on the teacher’s most recent evaluation may be evaluated once every two years. The teacher will be required to submit a self-directed professional growth plan to the evaluator, and the evaluator will determine if the teacher is making progress on the plan. The professional growth plan with focus on the most recent evaluation of the teacher. The teacher will be provided with at least one (1) informal observation and post-conference in any year that such teacher is not formally evaluated.
High-Quality Student Data
High-quality student data (HQSD) is used to guide instructional decisions and meet student learning needs. HQSD used must be rigorously reviewed by High-Quality Student Data Committee (HQSDC, formally SGMC) to meet all of the following criteria:
- Align to learning standards
- Measure what is intended to be measured
- Be attributable to a specific teacher for course(s) and grade level(s) taught
- Demonstrate evidence of student learning (achievement and/or growth)
- Follow protocols for administration and scoring
- Provide trustworthy results and
- Not offend or be driven by bias
AND the teachers must use the data generated from the HQSD data instrument by:
- Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning
- Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students
- Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis and
- Measuring student learning achievement and/or growth) and progress towards achieving state and local standards.
Evaluations use at least two (2) measures of HQSD to provide evidence of student learning attributable to the teacher being evaluated when required.
When applicable to the grade level or subject area taught by the teacher, HQSD includes the value added progress dimension established under RC 3302.021 except when otherwise prohibited by law.
HQSD may be used as evidence in any component of the evaluation where applicable.
Data from ODE vendor approved assessments may be considered HQSD.
The use of shared attribution measures or student learning objectives is prohibited.
Professional Growth and Improvement Plans
Each teacher must develop a Professional Growth or Improvement Plan based on the results of their most recent evaluation. These plans are to be developed annually and must be based on the results of the evaluation and aligned to any existing district or building improvement plan.
Teachers with a final holistic rating of Accomplished must develop a self-directed Professional Growth Plan.
Teachers with a final holistic rating of Skilled must develop a self-directed Professional Growth Plan.
Teachers with a final holistic rating of Developing must develop a Professional Growth Plan that is guided by their assigned credential evaluator.
Teachers with a final holistic rating of Ineffective will be placed on an Improvement Plan that is developed by their assigned credential evaluator.
Retention and Promotion
It is the purpose of this Standards-Based Teacher Evaluation Policy to improve the quality of instruction, enhanced student learning, and strengthen professional competence through meaningful feedback and targeted professional learning. In addition, the evaluations produced will serve to inform the Board on employment decisions regarding removal/nonrenewal of ineffective teachers. Any OTES rating above “ineffective” shall be considered comparable and equal.
Ineffective Performing Teachers
The Board uses evaluation results for removing ineffective teachers. The Board adopts procedures for removing poorly performing teachers based on the evaluation results of Ineffective for two out of the three most recent school years.
Nothing in this policy will be deemed to prevent the Board from exercising its rights to non-renew, terminate, or suspend a teacher contract as provided by law and the terms of the collective bargaining agreement in effect between it and the Girard Education Association. The evaluation system and procedures set forth in this policy shall not create an expectation of continued employment for teachers on a limited contract that are evaluated under this policy. The Board reserves the right to non-renew a teacher evaluated under this policy in accordance with O.R.C. 3319.11 notwithstanding the teacher’s holistic rating.
Professional Learning
The Board allocates financial resources to support professional learning in compliance with State law and the SBOE’s evaluation framework.