(A) Not later than December 31, 2011, the state board of education shall develop a standards-based state framework for the evaluation of teachers. The state board may update the framework periodically by adoption of a resolution. The framework shall establish an evaluation system that does the following:
(1) Provides for multiple evaluation factors. One factor shall be student academic growth which shall account for fifty per cent of each evaluation. When applicable to the grade level or subject area taught by a teacher, the value-added progress dimension established under section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code shall be used in the student academic growth portion of an evaluation in proportion to the part of a teacher's schedule of courses or subjects for which the value-added progress dimension is applicable.
If a teacher's schedule is comprised only of courses or subjects for which the value-added progress dimension is applicable, one of the following applies:
(a) Beginning with March 22, 2013, until June 30, 2014, the majority of the student academic growth factor of the evaluation shall be based on the value-added progress dimension.
(b) On or after July 1, 2014, the entire student academic growth factor of the evaluation shall be based on the value-added progress dimension. In calculating student academic growth for an evaluation, a student shall not be included if the student has forty-five or more excused or unexcused absences during the full academic year.
(2) Is aligned with the standards for teachers adopted under section 3319.61 of the Revised Code;
(3) Requires observation of the teacher being evaluated, including at least two formal observations by the evaluator of at least thirty minutes each and classroom walkthroughs;
(4) Assigns a rating on each evaluation in accordance with division (B) of this section;
(5) Requires each teacher to be provided with a written report of the results of the teacher's evaluation;
(6) Identifies measures of student academic growth for grade levels and subjects for which the value-added progress dimension prescribed by section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code does not apply;
(7) Implements a classroom-level, value-added program developed by a nonprofit organization described in division (B) of section 3302.021 of the Revised Code or an alternative student academic progress measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code;
(8) Provides for professional development to accelerate and continue teacher growth and provide support to poorly performing teachers;
(9) Provides for the allocation of financial resources to support professional development.
(B) For purposes of the framework developed under this section, the state board also shall do the following:
(1) Develop specific standards and criteria that distinguish between the following levels of performance for teachers and principals for the purpose of assigning ratings on the evaluations conducted under sections 3311.80, 3311.84, 3319.02, and 3319.111 of the Revised Code:
(2) For grade levels and subjects for which the assessments prescribed under sections 3301.0710 and 3301.0712 of the Revised Code and the value-added progress dimension prescribed by section 3302.021 of the Revised Code, or alternative student academic progress measure, do not apply, develop a list of student assessments that measure mastery of the course content for the appropriate grade level, which may include nationally normed standardized assessments, industry certification examinations, or end-of-course examinations.
(C) The state board shall consult with experts, teachers and principals employed in public schools, and representatives of stakeholder groups in developing the standards and criteria required by division (B)(1) of this section.
(D) To assist school districts in developing evaluation policies under sections 3311.80, 3311.84, 3319.02, and 3319.111 of the Revised Code, the department shall do both of the following:
(1) Serve as a clearinghouse of promising evaluation procedures and evaluation models that districts may use;
(2) Provide technical assistance to districts in creating evaluation policies.
(E) Not later than June 30, 2013, the state board, in consultation with state agencies that employ teachers, shall develop a standards-based framework for the evaluation of teachers employed by those agencies. Each state agency that employs teachers shall adopt a standards-based teacher evaluation policy that conforms with the framework developed under this division. The policy shall become operative at the expiration of any collective bargaining agreement covering teachers employed by the agency that is in effect on September 24, 2012, and shall be included in any renewal or extension of such an agreement. However, this division does not apply to any person who is employed as a substitute teacher or as an instructor of adult education.
Cite as R.C. § 3319.112
History. Amended by 130th General Assembly File No. 25, HB 59, §101.01, eff. 9/29/2013.
Amended by 129th General AssemblyFile No.184, HB 555, §1, eff. 3/22/2013.
Amended by 129th General AssemblyFile No.143, HB 525, §1, eff. 10/1/2012.
Amended by 129th General AssemblyFile No.128, SB 316, §101.01, eff. 9/24/2012.
Added by 129th General AssemblyFile No.28, HB 153, §101.01, eff. 9/29/2011.
Note: The addition and repeal of a section with this section number by 129th General AssemblyFile No.10, SB 5, §§1 and 2 was rejected by voters in the November, 2011 election.
Note: This section is set out twice. See also § 3319.112 , as amended by 130th General Assembly File No. TBD, HB 362, §1, eff. 9/11/2014.