1. Comparison of School and KSU Assessment of Teachers
Joanne Arhar, Ed.D.
Associate Dean
EHHS

2. Comparison of KSU Teacher Candidate Evaluation System with Ohio Teacher Evaluation System
KSU Student Teacher Evaluation System
Ohio Teacher Evaluation System (OTES)
Educator Teacher Performance Assessment (edTPA)
Student Growth Measures (50%)
Disposition Assessment
Teacher Performance (50%)
Student Teaching Evaluation

3. How Grade is Determined for Student Teaching
Grading is S/U. To earn an S, the following criteria must be met:
Score of 80% or higher on Summative Student Teaching Assessment with no items rated as “Unmet”.
Any Professional Disposition Plans assigned for Needs Improvement on the Disposition Assessment are satisfactorily completed.

4. edTPA and OTES: Teacher Performance
Planning for content, student learning, assessment
Content
Instruction (video clips)/Learning Environment
Instruction/ Learning Environment
Assessment
Analysis of Teaching
Pre-Post Conference Meeting with Supervisor
Academic Language (video clips)
Student Teaching Evaluation
additionally includes:
Collaboration/Communication
Professional Responsibility/Growth

5. Measuring Student Growth
Ohio Board of Regents: Educator Performance Report
Value added scores of beginning teachers reported to KSU. Not an evaluation of a student teacher but an evaluation of a teacher preparation program.
OTES: Student Growth Measures (50%)
Value Added
Approved Vendor Assessments
Locally Determined Measures: Student Learning Objectives

6. Comparison of edTPA and RESA
Task
What to submit (Artifacts)
15 Rubrics
Planning
Lesson Plans, Instructional Materials, Student Assignments, Assessments, Planning Commentary
Planning for Content Understandings, Supporting Students’ Learning Needs, Planning Assessment to Monitor Student Learning
Instruction
Unedited Video Clips, Instruction Commentary
Demonstrating a Positive and Engaging Learning Environment, Engaging Students in Learning, Deepening Learning During Instruction, Subject-Specific Pedagogy
Assessment
Samples of Student Work, Summary of Student Learning, Assessment Commentary
Analyzing Student Learning, Providing Feedback to Guide Learning, Supporting Students’ Use of Feedback
Analysis of Teaching
Planning Commentary, Instruction Commentary, Assessment Commentary
Using Knowledge of Students to Inform Planning, Analyzing Teaching, Using Assessment to Inform Instruction
Academic Language
Unedited Video Clips and/ or Student Work Samples, Planning and Assessment Commentaries
Identifying and Supporting Language Demands, Evidence of Language Use to Support Content Understandings

7. RESA Task What to submit (evidence) Rubrics
Lesson Cycle #1 Plan and implement a lesson
Description of students, lesson overview, videotape, commentary, instructional evidence, analysis and self-reflection.
Lesson plan and commentary, instructional outcomes, lesson segment and commentary, general lesson reflection.
Formative and Summative Assessment
Teaching and learning, instructional cycle context, assessment plan, focal student selection rationale, focal student responses to formative assessment, formative and summative assessment samples, analysis of student progress, evidence of feedback.
Selecting assessments to monitor student learning, designing assessments aligned to academically rigorous learning expectations, using formative assessments to modify instruction, analyzing student data to monitor achievement, providing quality feedback to students.
Lesson Cycle #2
Teaching and learning context, lesson overview and commentary, instructional evidence, instructional strategies overview.
Lesson plan and commentary, lesson segment and commentary, general lesson reflection.
Communication and Professional Growth
Examples of communication with parents/caregivers, example of communication and collaboration with colleagues, rationale for professional collaboration, professional development and growth.
Communicating with families, collaborating with colleagues, growing and developing professionally.
Reflection on teaching practice based on feedback from students and/or colleagues
Teaching and learning context, reflection on practice and feedback.
Rubric not used; instead, it will be scored for responsiveness to the questions in the Reflection on Practice and Feedback Form.

8. Comparison of edTPA and RESA
Performance-based assessments that call for teachers to demonstrate their ability to design and implement instruction that is responsive to diverse needs of students, use formative and summative assessments to inform teaching practice, and reflect on their teaching.
based on the Ohio Standards for the Teaching Profession
require the use of portfolios
require the use of academic language
use videotaping
use rubrics to assess the teacher’s submissions
use trained, outside assessors