Are you having as much trouble as I am following all the “adjustments” being made to teacher/principal evaluation procedures? Thought this overview might help:

TEACHER/PRINCIPAL EVALUATIONS

Alternative Framework (R.C. 3319.114) (eff. Sept. 29, 2015)

Modifies the alternative framework for teacher evaluations as follows:

  • The teacher performance measure must account for 50% of each rating (rather than 42.5% to 50%).
  • The student academic growth factor must account for 35% (rather than 42.5% to 50%).
  • The remainder can include one or any combination of alternative components (rather than being limited to one alternative component).
  • In addition to the current alternative components (student surveys, teacher self-evaluations, peer review evaluations, and student portfolios), “any other component determined appropriate by the district board or school governing authority” may be used.
  • The use of ODE-approved instruments for the alternative component is made optional.

Value-added safe harbor (Section 263.650; Section 263.630) (effective immediately)

Teacher and principal evaluations: For the student academic growth portion of teacher and principal evaluations, or when making decisions regarding the dismissal, retention, tenure, or compensation of teachers and principals:

  • Prohibits boards of education* from using the value-added progress dimension rating that is based on assessments (prescribed under R.C. 3301.0710 and 3301-0712) administered in the 2014-15 and 2015-16 school years.
  • Permits a school district to enter into an MOU collectively with its teachers or principals stipulating that the value-added progress dimension rating may be used to assess student academic growth for purposes of evaluation or decisions regarding dismissal, retention, etc.
  • For teachers of grade levels and subject areas for which the value-added progress dimension is applicable, if no other measure is available to determine student academic growth as required, teacher and principal evaluations shall be based solely on teacher or principal performance. (Section 263.650)

NCLB waiver:

  • Requires ODE to apply for a waiver from provisions of NCLB to account for the prohibition on using the value-added progress dimension to calculate student academic growth for teacher and principal evaluations for the 2015-16 and 2016-17 schools years (that are based on assessments administered in the 2014-15 and 2015-16 school years). (Section 263.630)

SCHOOL COUNSELOR EVALUATIONS – R.C. 3319.113, 3319.61(A)(7) 

Counselor evaluations (R.C. 3319.113)

  • Requires State Board to develop standards-based state framework for the evaluation of school counselors that meets specified requirements.
  • Rating levels are accomplished, skilled, developing, and ineffective.
  • By September 30, 2016, boards of education must adopt a standards-based school counselor evaluation policy that conforms with the framework – the policy becomes operative at the expiration of any collective bargaining agreement covering counselors that is in effect on September 29, 2015 and must be included in any renewal or extension of such agreement.
  • The district’s policy must include: (a) implementation of the framework beginning in the 2016-17 school year; and (b) procedures for using the evaluation results for decisions regarding retention, promotion, and removal beginning in the 2017-18 school year.
  • Districts must annually submit a report to ODE regarding implementation of the district’s evaluation policy – the report cannot include the name or personally identifiable information of any school counselor.
  • These requirements prevail over any conflicting provision of a collective bargaining agreement entered into on or after September 29, 2015.

Counselor Standards (R.C. 3319.61(A)(7))

  • The educator standards board must develop standards for school counselors that: reflect what school counselors are expected to know and be able to do at all stages of their careers; reflect knowledge of academic, personal, and social counseling for students and effective principles to implement a school counseling program; reflect Ohio-specific knowledge of career counseling and education options that provide flexibility for earning credit; and that align with the American school counselor association’s professional standards and standards developed under R.C. 3301.07(D)(3).

OHIO TEACHER RESIDENCY PROGRAM – R.C. 3319.223

The teacher residency program must include:

  • Mentoring: by any teacher (rather than by those who hold a lead professional educator license), for only the first two years of the program.
  • Counseling – modifies counseling provision so that counseling is included “as determined necessary by the school district or school.”
  • Measures of appropriate progression through the program – specifies that such measures must include the performance-based assessment prescribed the state board of education for resident educators in the third year of the program.
  • Career-technical teachers – an individual teaching career-technical courses under an alternative resident educator license is not required to complete conditions that a participant, as of the amendment’s effective date (September 29, 2015), would have been required to complete during the first two years of teaching. Such an individual must complete all the conditions that, as of the amendment’s effective date, were necessary for a participant in the third and fourth year of the program prior to applying for a professional educator license.