• Vik

    Miami East Local School District
    Teacher Evaluation OTES 2.0 Framework/Resources

    Miami East Local Schools believe that staff evaluation is an ongoing process.  Evaluations are used to improve the quality of instruction, to enhance job performance responsibilities, and to focus on and emphasize professional development.  Effective student learning is the ultimate goal of evaluations.

    It is a continuous and cooperative process wherein the individual being evaluated and the evaluator share a joint responsibility to work together to recognize effective instruction and the means and methods by which to improve student learning.

    It is a process meant to commend where commendation is warranted and create specific professional development plans and suggest means of improvement when needed.

    “Effective student learning is the ultimate goal of evaluations”

    Note for 2021-2022:

    A school district board of education may not use value-added, high-quality student data or any other student academic growth data to measure student learning attributable to a teacher or principal while conducting evaluations. 

    HQSD- ODE is providing a break this year in regards to one part of the rubric. HQSD has two Parts on the teacher rubric. Element 1.3 evidence of student learning will be greyed out and Evaluators will not be scoring this area for the 2021-2022 school year.

    full evaluation cycle graphic

    OTES 2.0 is a professional growth model and is intended to be used to continually assist educators in enhancing teacher performance. An effective professional growth model considers a teacher’s instructional strengths, while supporting identified areas for improvement according to the profile of each educator. This process is to be collaborative, ongoing and supportive of the professional growth of the teacher.

    Each teacher will be evaluated according to Ohio Revised Code and the Ohio Teacher Evaluation Framework, which is aligned with the Ohio Standards for the Teaching Profession adopted under state law. Using multiple factors set forth in the Framework, the teacher’s Final Holistic Rating will be based upon a combination of informal and formal observations and supporting evidence using the Teacher Performance Evaluation Rubric.

    Professional Growth Plans

    Professional Growth Plan (OTES 2.0)
    Teachers develop Professional Growth Plans annually to help them identify areas of professional development that will enable them to enhance their practice. Teachers are accountable for implementing and completing the plan and should use it as a starting point for the school year.

    Professional Growth Plan Information (Click Here updated 9-24-2021)

    Professional Growth Plan Template (Click Here)

    Professional Growth Plans Presentation (Click Here)

    April Hoying provided virtual PD over Professional Growth Plans.
    Presentation Link →  PGP Presentation

    OTES 2.0 Rubric Structure

    Teachers and schools receive feedback that helps them ensure high-quality teaching and learning through the Ohio Teacher Evaluation System. The OTES 2.0 Rubric will include the following 6 domains.

    6 DOMAINS included in the Rubric

    1. Focus for Learning
    2. Knowledge of Students
    3. Lesson Delivery
    4. Classroom Environment
    5. Assessment of Student Learning
    6. Professional Responsibilities

    Below is the OTES 2.0 Rubric.  Areas that are highlighted gray will not be used during the upcoming 2021-2022 school year. 

    OTES 2.0 Rubric Elements not scored for 2021-2022

    Components of an Evaluation Cycle


    Components of an evaluation cycle

    Assessment of Teacher Performance

    Teacher performance shall be based on the evidence provided by the teacher and formal observations and walkthroughs by the teacher’s assigned evaluator. 

    Such performance will be used to determine the teacher's evaluation rating and will be assessed through a holistic process by trained and credentialed evaluators based upon the following Ohio Standards for the Teaching Profession:

    1. understanding student learning and development, respecting student diversity, and holding high expectations for all students to achieve and make progress at high levels;
    2. knowing and understanding the content area for which they have instructional responsibility;
    3. understanding and using varied assessments to inform instruction, evaluate and ensure student learning;
    4. planning and delivering effective instruction that advances individual student learning;
    5. creating learning environments that promote high levels of student learning and achievement for all students;
    6. collaborating and communicating with students, parents, other educators, District administrators, and the community to support student learning; and
    7. assuming responsibility for professional growth and performance as an individual and as a member of a learning community.


    Each teacher evaluated under this policy may (not required) complete a "Self-Assessment" utilizing the Self-Assessment Summary Tool. If utilized the results are private and not required to be shared with the evaluator.

    Formal Observation and Classroom Walkthrough Sequence

    1. A teacher not under consideration for renewal or nonrenewal who is subject to a full evaluation cycle shall be evaluated based on at least two (2) formal observations of at least thirty (30) minuteseach and periodic classroom walkthroughs each school year.

      The first formal observation will be a holistic observation where the evaluator assesses all areas of the rubric demonstrated during the observation as well as information gained from a pre-observation conference. Teachers and evaluators may mutually agree to accomplish this remotely through e-mail, video conference or sharing information in writing.
    2. The second and any subsequent formal observation(s) will be focused observationsin which the evaluator emphasizes identified focus area(s). Identified focus areas will be selected after completion of the holistic observation and may include area(s) of relative strength and/or area(s) targeted for improvement.
    • Teachers with a final evaluation rating of Accomplished(from the previous year) will select their own focus area(s).
    • A teacher with a final evaluation rating of Skilled (from the previous year) will select focus area(s) in collaboration with his/her evaluator.
    • A teacher with a final evaluation rating of Developing(from the previous year) will be guided by his/her evaluator in determining focus area(s).
    • A teacher with a final evaluation rating of Ineffective(from the previous year) will have focus area(s) selected by the evaluator.
    • A teacher new to the profession will select focus area(s) in collaboration with his/her evaluator."

    Evaluators will collect evidence during the focused observation to assess the identified focus area(s). Evaluators will also document evidence to support the final evaluation rating.

    Informal Observation/Classroom Walkthrough Procedure

    Classroom walkthroughs/Informal Observation (with an emphasis on identified focus areas when applicable). 

    Teachers who are fully evaluated will receive at least two classroom walkthroughs.  These may be announced or unannounced.  Classroom walkthroughs are informal observations of less than 30 minutes with an emphasis on identified focus area(s). 

    The walkthroughs/Informal Observation(s) are included in the year-end holistic rating at the end of the evaluation cycle.

    A walkthrough is an informal observation in which an evaluator may assess one or more areas in the Teacher Performance Evaluation Rubric.

    Observations of teaching provide important evidence when assessing a teacher’s performance and effectiveness. As an evaluator observes a teacher engaging students in learning, valuable evidence may be collected on multiple levels. While many of these interactions may take place in the classroom, a more formal instructional setting, it should be noted that evidence of teacher practice is visible in many settings. Some teacher behaviors are observable in the classroom while other evidence may be obtained from formal conferences, informal conversations, and evidence of practice, as well as input from colleagues, parents/guardians and students.

    As part of the observation process, ongoing communication and collaboration between evaluator and teacher help foster a productive professional relationship that is supportive and enhances a teacher’s professional growth and development.

    A walkthrough/informal observation is a

    • Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits;
    • Method to allow evaluators opportunity to gather additional evidence on identified focus area(s) to enhance teacher practice;
    • Process for giving targeted evidence-based feedback to teachers; and
    • Means for evaluators to visit classrooms more frequently and more purposefully.

    As part of the teacher evaluation system, walkthroughs/informal observations should, whenever possible, be focused on gathering evidence related to the teacher’s identified focus area(s). However, evaluators are not limited to only collecting evidence on the identified focus area(s). Evaluators must ensure they have sufficient evidence to provide a Final Holistic Rating at the end of the evaluation cycle.

    Informally Observe Teachers
    Teachers who are fully evaluated will have a minimum of two walkthroughs. Walkthroughs are informal observations less than 30 minutes; these may be announced or unannounced. 

    ​Evaluators may but are not limited to collecting evidence in any identified focus area(s). Walkthroughs may be announced or unannounced. The walkthrough should be of sufficient duration to allow the evaluator to assess the focus of the walkthrough.

    The walkthrough should be of sufficient duration to allow the evaluator to assess the focus of the walkthrough.

    Data gathered from a walkthrough will inform the final Holistic evaluation.

    Feedback from a walkthrough that is being used to inform an evaluation shall be provided after the walkthrough. The teacher and/or administrator may request a face to face meeting to discuss observations relative to the identified focus of the walkthrough.

    Walkthrough Informal Observation Template (Click on Template)

    Ohio Department of Ed
    Ohio Department of Education

    OTES 2.0 Framework
    OTES 2.0 Model
    OTES 2.0 Rubric
    Professional Growth Plan

    Teacher Self-Assessment
    Improvement Plan

    Rubric with Editable Evidence Row

    Teacher Performance Rating Definitions
    High-Quality Student Data Guidance Tool
    High-Quality Student Data Verification Form
    Pre-Conference Planning Questions
    Walkthrough/Informal Observation Forms
    Post-Conference Planning
    Final Holistic Rating- Full Evaluation
    Final Holistic Rating- Carry Forward

    OTES 2.0 Training and Credentialing FAQs (030920)

    OTES 2.0 Implementation Guidance
    High-Quality Student Data Overview Page
    OhioES Help Page
    OhioES Teacher Training Video
    Ohio Standards for the Teaching Profession

    Additional Resources

    Forms and Supports