Copyright, 1996 © Dale Carnegie & Associates, Inc.

Cincinnati Public Schools

Teacher Evaluation System

Agenda

Introductions Historical Perspective Overview of the System Original Compensation Plan Training and Certification Process Appeals Reflections after Implementation Link to Student Achievement Next Steps Questions

History of the Teacher Evaluation System In March 1985, a Peer Evaluation System was established Contract of 1997 called for the development of a new

system In December 1998, three committees were formed to

develop a new system and explore a skills and knowledge compensation system

The three committees formed the Committee of the Whole The system was field tested in ten schools in 1999 - 2000 The system was refined and implemented District-wide in

2000 -01

Overview of the System

Four Domains– Domain One- Planning for Instruction– Domain Two - Creating an Environment for

Learning– Domain Three - Teaching for Learning– Domain Four - Professionalism

The Evaluation Process

Comprehensive Evaluation Teachers placed on Comprehensive Evaluation Consulting Teacher and Teacher Evaluator Evaluation Orientation Meeting Portfolio Classroom Observations/Final Summary

Teaching Categories

Apprentice Novice Career Advanced Accomplished

Career Levels

Apprentice New Teachers May have provisional

teaching license Non-renewed at the

end of year 2 if Novice status is not attained

Novice Must have 2s or better in

all domains Must pass Ohio’s teacher

licensing test (Praxis 3) Non-renewed/terminated

at end of year 5 as a Novice if Career status is not attained

Career Levels

Career Must have 3s or better in

all domains May remain in category

throughout career

Advanced Must have a 4 in Teaching

for Learning Domain and a least one other domain; must have at least 3s in the other domains

May remain in category throughout career

Career Levels

Accomplished Must have 4s in all Domains May remain in category throughout career

Annual Evaluation

Formative Process Standards Focus Professional Development/ Annual Study

Groups One classroom observation with the

exception of teachers on steps 16 and 21 Intervention Process

Training of Evaluators

Recognizing and controlling Personal Bias The Nature of Evidence Evaluative Criteria Evaluation of teaching performances using

videotapes and “live”episodes Evaluator Certification Process

– Statistics – Reflections and Revisions

Appeals Process

Domains One and Four Domains Two and Three

Revisions after Implementation

Four -Year Phase In Annual Assessment and Annual

Study Groups Hold Harmless Agreement

Teacher Evaluation System Link to Student Achievement

Hypothesis Study Results

Current Reality and Next Steps

Implementation and Revisions A Compensation link will be negotiated

Questions????????