OAE Educational Leadership (015) cheat sheet

Ohio's OTES 2.0 evaluates principals and assistant principals on a 4-level rubric (Ineffective, Developing, Skilled, Accomplished); a rating of Ineffective in any component triggers a focused improvement plan.

Ohio teacher evaluation under OTES 2.0 weights Teacher Performance (50%) and Student Growth Measures (50%); districts may use a 42/50/8 split when Alternative Composite Student Growth Measures apply.

Ohio's Resident Educator Program spans four years; RE 4.0 requires completion of the Resident Educator Summative Assessment (RESA) for the professional license, replacing the former summative-year assessment.

The Ohio Improvement Process (OIP) has four stages: Identify Critical Needs, Develop and Implement a Focused Plan, Implement and Monitor, and Evaluate; the Ohio Leadership Advisory Council (OLAC) provides the tools.

Ohio's Local Report Card rates districts and schools on six components: Achievement, Progress, Gap Closing, Graduation Rate, Improving At-Risk K-3 Readers, and Prepared for Success; A-F grades apply to most components.

Ohio's Third Grade Reading Guarantee requires retention of students scoring below the promotion score on the fall or spring Grade 3 English Language Arts assessment, with limited good-cause exemptions.

Ohio's Each Child Our Future strategic plan (2019) names four learning domains: Each Child, Each Family and Community, Each Educator, and Each District and System.

Ohio's principal evaluation requires at least one observation and two walkthroughs annually; the OTES 2.0 framework aligns with the Ohio Standards for Principals (2018).

Ohio's Every Student Succeeds Act plan uses the Ohio Means Jobs Readiness Seal and expanded Prepared for Success indicators to measure college and career readiness.

Ohio's Ohio Improvement Process (OIP) requires districts to form District Leadership Teams (DLTs) and Building Leadership Teams (BLTs) supported by Teacher-Based Teams (TBTs) at the classroom level.

Ohio law (ORC 3319.111) requires districts to adopt a teacher evaluation policy aligned with the state framework and to provide written evaluation procedures to teachers by a set date each year.

Ohio's Safe Harbor provision for the Resident Educator Program allows a fourth-year resident educator to extend the program by one year with district approval.

Ohio's Ohio Principal Evaluation System (OPES) uses 50% of the summative rating from the Ohio Standards for Principals and 50% from student growth measures, though districts may substitute locally determined measures.

Ohio's school funding formula (Fair School Funding Plan, HB 110) phases in a base cost per pupil plus categorical funding; districts must submit annual spending plans and comply with the five-year forecast requirement.

Ohio's Positive Behavioral Interventions and Supports (PBIS) framework is promoted by the Ohio Department of Education and Workforce, which recognizes schools at three tiers of implementation.

Ohio's Educational Service Centers (ESCs) provide professional development, school improvement, and fiscal services to districts; Ohio has 51 ESCs serving all counties.

Ohio's Community Learning Center (CLC) model, based on the Cincinnati Community Learning Center initiative, integrates health, social, and family services into schools to remove barriers to learning.

Ohio's principal licensure requires a master's degree, completion of an approved principal preparation program, passing the Ohio Assessment for Educators (OAE) 015 exam, and a background check.

Ohio's teacher evaluation requires at least three formal observations (two announced, one unannounced) for teachers in the first three years of the residency or who are rated Ineffective; otherwise two observations.

Ohio's OTES 2.0 uses a high-quality student data (HQSD) requirement: at least two measures of HQSD must inform the teacher's student growth rating.

Ohio's Resident Educator Program requires a mentor for each resident educator; mentors must complete state-approved mentor training and hold a valid professional license.

Ohio's principal evaluation requires a professional growth plan and a mid-year review, with at least one observation and two walkthroughs annually.

Ohio's Local Professional Development Committee (LPDC) approves Individual Professional Development Plans (IPDPs) required for license renewal every five years.

Ohio's teacher licensure renewal requires 6 semester hours or 18 CEUs (180 contact hours) every five years, documented through the LPDC.

Ohio's school improvement process under ESSA requires comprehensive support and improvement (CSI) for the lowest-performing 5% of Title I schools and targeted support and improvement (TSI) for schools with consistently underperforming subgroups.

Ohio's Every Student Succeeds Act plan identifies schools for improvement based on the state's accountability system; the Ohio Department of Education and Workforce provides supports through regional ESCs and OLAC.

Ohio's culturally responsive practices are embedded in the Ohio Standards for Educators and the Ohio Social Emotional Learning Standards, adopted in 2019.

Ohio's Standards for Principals (2018) include eight standards: Instructional Leadership, School Culture, Human Resources, Operations, Family and Community, Professional Ethics, Professional Growth, and Vision and Mission.

Ohio's Standards for Teachers (2011) include seven standards: Students, Content, Assessment, Instruction, Learning Environment, Collaboration and Communication, and Professional Responsibility.

Ohio's Ohio Improvement Process requires the DLT to conduct a comprehensive needs assessment using the Ohio Decision Framework and to align goals with the district's strategic plan.

Ohio's school budget cycle requires the board to adopt a tax budget by January 15 and to file a five-year forecast by October 31 and May 31 each year.

Ohio's Ohio Performance Assessment Pilot Project (OPAPP) and the Ohio's State Tests use performance tasks in English Language Arts, mathematics, science, and social studies; the tests are aligned to Ohio's Learning Standards.

Ohio's graduation requirements under the classes of 2023 and beyond include 20 credits, demonstration of competency (via Ohio's State Tests, industry credentials, or college credit), and demonstration of readiness (seal, work experience, or military enlistment).

Ohio's Ohio Teacher Evaluation System requires student growth measures to be calculated using a vendor assessment, a district-determined measure, or a state test, depending on the teacher's grade and subject.

Ohio's school safety requirements under HB 123 (2021) require districts to submit a school safety plan to the Ohio Department of Education and Workforce and to conduct threat assessments.

Ohio's Ohio's Whole Child Framework (2020) organizes supports into four domains: healthy, safe, engaged, and supported.

Ohio's principal evaluation requires a professional growth plan and a mid-year review, with at least one observation and two walkthroughs annually.

Ohio's OTES 2.0 uses a 4-point scale for each of the 20 components; the summative rating is calculated from the teacher performance rating and the student growth rating.

Ohio's teacher evaluation requires at least three formal observations (two announced, one unannounced) for teachers in the first three years of the residency or who are rated Ineffective; otherwise two observations.

Ohio's OTES 2.0 requires at least two measures of high-quality student data (HQSD) to inform the teacher's student growth rating.

Ohio's principal evaluation under OPES uses 50% of the summative rating from the Ohio Standards for Principals and 50% from student growth measures, though districts may substitute locally determined measures.

Ohio's school improvement process under ESSA requires comprehensive support and improvement (CSI) for the lowest-performing 5% of Title I schools and targeted support and improvement (TSI) for schools with consistently underperforming subgroups.

Ohio's Local Professional Development Committee (LPDC) approves Individual Professional Development Plans (IPDPs) required for license renewal every five years.

Ohio's teacher licensure renewal requires 6 semester hours or 18 CEUs (180 contact hours) every five years, documented through the LPDC.

Ohio's school budget cycle requires the board to adopt a tax budget by January 15 and to file a five-year forecast by October 31 and May 31 each year.