Frequency of Evaluations: Ohio

2015 Identifying Effective Teachers Policy

Goal

The state should require annual evaluations of all teachers.

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2015). Frequency of Evaluations: Ohio results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/OH-Frequency-of-Evaluations-71

Analysis of Ohio's policies

Ohio now requires that all teachers are evaluated annually.

Districts may elect to evaluate a teacher receiving a rating of accomplished every three years as long as the teacher's student academic growth measure for the most recent school year for which data is available is average or higher. Districts may also elect to evaluate a teacher receiving a rating of skilled every two years as long as the teacher's student academic growth measure for the most recent school year for which data is available is average or higher. For these teachers, a credentialed evaluator must conduct at least one annual observation and hold at least one conference with the teacher.

All evaluations must be comprised of at least two classroom observations, but the state does not articulate when they should occur. Districts may require only one observation for a teacher who receives a rating of accomplished on his or her most recent evaluation. Postobservation conferences are not required but are considered best practice. 








Citation

Recommendations for Ohio

Ensure that new teachers are observed and receive feedback early in the school year. 
It is critical that schools and districts closely monitor the performance of new teachers. Ohio should ensure that its new teachers get the support they need, and that supervisors know early on which new teachers may be struggling or at risk for unacceptable levels of performance.

State response to our analysis

Ohio was helpful in providing NCTQ with the facts necessary for this analysis. The state added that in addition to new teachers being evaluated and receiving feedback, they are also registered in the Ohio Resident Educator Program, which provides support from a mentor. This program along with the state's evaluation system includes self-assessment, observations and evidence-based documentation to define areas of refinement and reinforcement for professional growth.

How we graded

Research rationale

Annual evaluations are standard practice in most professional jobs.
Although there has been much progress on this front recently, about half of the states still do not mandate annual evaluations of teachers who have reached permanent or tenured status. The lack of regular evaluations is unique to the teaching profession and does little to advance the notion that teachers are professionals.

Further, teacher evaluations are too often treated as mere formalities rather than as important tools for rewarding good teachers, helping average teachers improve and holding weak teachers accountable for poor performance. State policy should reflect the importance of evaluations so that teachers and principals alike take their consequences seriously.

Evaluations are especially important for new teachers.
Individuals new to a profession frequently have reduced responsibilities coupled with increased oversight. As competencies are demonstrated, new responsibilities are added and supervision decreases. Such is seldom the case for new teachers, who generally have the same classroom responsibilities as veteran teachers, including responsibility for the academic progress of their students, but may receive limited feedback on their performance. In the absence of good metrics for determining who will be an effective teacher before he or she begins to teach, it is critical that schools and districts closely monitor the performance of new teachers.

The state should specifically require that districts observe new teachers early in the school year. This policy would help ensure that new teachers get the support they need early and that supervisors know from the beginning of the school year which new teachers (and which students) may be at risk. Subsequent observations provide important data about the teacher's ability to improve. Data from evaluations from the teacher's early years of teaching can then be used as part of the performance-based evidence to make a decision about tenure.

Frequency of Evaluations: Supporting Research
For the frequency of evaluations in government and private industry, see survey results from Hudson Employment Index's report: "Pay and Performance in America: 2005 Compensation and Benefits Report" Hudson Group (2005).

For research emphasizing the importance of evaluation and observations for new teachers in predicting future success and providing support for teachers see, D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives. Volume 24, No. 3, Summer 2010, pp. 97-118.