2013 Retaining Effective Teachers Policy
The state should ensure that teachers receive feedback about their performance and should require professional development to be based on needs identified through teacher evaluations.
Ohio requires that teachers receive written reports of their evaluation results. Although teachers with student growth at or above expected levels develop professional growth plans with their evaluator, only teachers rated ineffective are required to have professional development targeted to the deficiencies noted in their evaluations. Under the state's revised framework, "teachers with below expected levels of student growth will develop an improvement plan with their credentialed evaluator."
Ohio Revised Code 3319.112; 58 Ohio Teacher Evaluation Framework http://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/Ohio-s-Teacher-Evaluation-System/Additional-Information/StateEvaluationFrameworkNarrativeOTESaug2013.pdf.aspx
Require that evaluation systems provide teachers with feedback about their performance. Although Ohio requires teachers to receive copies of their evaluations, this only ensures that teachers will receive their ratings, not necessarily feedback on their performance. Ohio should specify that teachers should receive specific feedback on identified strengths and areas that need improvement.Ensure that professional development is aligned with findings from teachers' evaluations. Professional development that is not informed by evaluation results may be of little value to teachers' professional growth and aim of increasing their effectiveness in the classroom. Ohio should ensure that districts utilize teacher evaluation results in determining professional development needs and activities.
Ensure that teachers receiving less than effective ratings are placed on a professional improvement plan.
While Ohio places teachers who receive lower than expected student growth outcomes on improvement plans, the state should be cautious about basing the need for improvement plans on only one component of the evaluation rating. A teacher's evaluation rating should be based on a number of factors, and isolating one could make deficiencies appear worse than they are or ignore deficiencies indicated by other factors. Ohio should adopt a policy requiring that teachers who receive even one unsatisfactory evaluation be placed on structured improvement plans. These plans should focus on performance areas that directly connect to student learning and should identify noted deficiencies, define specific action steps necessary to address these deficiencies and describe how and when progress will be measured.
Ohio was helpful in providing NCTQ with facts that enhanced this analysis. The state also referenced portions of the Ohio Teacher Evaluation Model that apply to professional development linked to evaluations.
Professional development should be connected to needs identified through teacher evaluations.
The goal of teacher evaluation systems should be not just to identify highly effective teachers and those who underperform but to help all teachers improve. Even highly effective teachers may have areas where they can continue to grow and develop their knowledge and skills. Rigorous evaluations should provide actionable feedback on teachers' strengths and weaknesses that can form the basis of professional development activities. Too often professional development is random rather than targeted to the identified needs of individual teachers. Failure to make the connection between evaluations and professional development squanders the likelihood that professional development will be meaningful.
Many states are only explicit about tying professional development plans to evaluation results if the evaluation results are bad. Good evaluations with meaningful feedback should be useful to all teachers, and if done right should help design professional development plans for all teachers—not just those who receive poor ratings.
Professional Development: Supporting Research
For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane, E. Taylor, J. Tyler, and A. Wooten, "Evaluating Teacher Effectiveness." Education Next, Volume 11, No. 3, Summer 2011; E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers," NBER Working Paper No. 16877, March 2011.
Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective. For evidence see M. Garet, A. Wayne, F. Stancavage, J. Taylor, M. Eaton, K. Walters, M. Song, S. Brown, S. Hurlburt, P. Zhu, S. Sepanik, F. Doolittle, and E. Warner, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Department of Education, Institute of Education Sciences, May 2011, NCEE 2011-4024.
For additional evidence regarding best practices for professional development, see K. Neville and C. Robinson, "The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training" The Finance Project, 2003.