Self-Assessment Summary Tool

Ohio Teacher Evaluation SystemProfessional Goal-Setting RubricProfessional Goal-Setting RubricIn OTES, the work that teachers put into the goal-setting process informs the end-of-year summative rating of the teacher’s effectiveness.Evaluators may want to use a rubric like the following to rate the teacher’s performance. Because teachers have engaged in the goal-settingprocess with their evaluators, many potential problems will have likely been resolved early in the process. By the end of the process, it is assumedthat teachers will have set measurable, rigorous goals and taken clear steps to achieve them.NEEDSASSESSMENT/DATASOURCESACTIONSTEPS/EVIDENCEINDICATORSEVALUATION/REFLECTIONData are not used to identifyneeds.Goals are not tied to thestandards.Goals are not rigorous ormeasurable.Goals are not measurable.Planned steps do not allowfor mid-point progress check.Planned steps do not reflectgood practices.Teacher does not meettimeline for action steps.No artifacts are collected todemonstrate progress.Professional Goal-Setting Rating RubricIneffective Developing Proficient AccomplishedData are reviewed, but the Data are reviewed forMultiple data sources areneeds of specific student strengths and weaknesses reviewed in depth.groups are not examined in and for specific groups of Goals target specificdepth.students.standards.Goals are tied generally to Goals target specificstandards.standards.Goals are not rigorous.Goals are not met.Teacher cannot reflectthoughtfully on the processor convey learning.Goals are measurable.Action steps link to the goalbut may not allow for regularprogress checks.Planned steps reflect goodteaching practices.Teacher may not meettimeline for all action steps.Limited artifacts are collectedto demonstrate progress.Goals are easily obtained; nota stretch for teacher.Teacher demonstrates limitedreflection on learning.Goals are measurable.Action steps are clearly linkedto the goal and allow for midpointprogress check.Planned steps reflect goodteaching practices.Teacher meets timeline foraction steps.Artifacts collecteddemonstrate progresstowards goals.Goals are challenging.Goals are met or, if not,teacher communicateslearning and next steps.Goals are measurable.Action steps align with thegoal and allow for regularprogress checks.Planned steps are stronglybased in reliable and validresearch-based practices.Teacher meets set timelines,and may set additional stepsand timelines as a result ofprogress checks.Artifacts provide strong andthorough evidence.Goals are rigorous;achievement is demanding.Goals are met or, if not,teacher can communicatelearning from goals and nextsteps based on data.