Copyright, 1996 © Dale Carnegie & Associates, Inc. Cincinnati Public Schools Teacher Evaluation System

Agenda Introduction 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 CPS 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 The system was refined and implemented District- wide in ; revisions also occurred in 2005

Revisions after Implementation Four -Year Phase In Annual Assessment and Annual Study Groups Hold Harmless Agreement

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 – “volunteers” and “non-volunteers” Consulting Teacher and Teacher Evaluator roles Evaluation Orientation Meeting Classroom Observations Collection of Evidence 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 – conducted by a building administrator Professional Development/ Annual Study Groups used initially as system was rolled out One classroom observation with the exception of teachers on steps 16 and 21 - salary increment years – receive 2 annuals 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, Two and Three Domains Four

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? Contact Information: Julia Indalecio Cincinnati Public Schools – Teacher Programs Manager