Greg Harris is Ohio state director for StudentsFirst.
Despite fierce efforts to derail the Ohio Teacher Evaluation System midway through its first year of implementation (the 2013–2014 academic year), it survived. Now the results are in, and preliminary analysis suggests that 90 percent of Ohio teachers fared well. More importantly, a cultural shift is underway that is pushing more principals to observe and interact with teachers—and placing far greater emphasis the impact of teachers on kids.
In December 2013, the Ohio Senate unanimously passed SB 229, which sought to exempt teachers rated in the top two categories (“Accomplished” or “Skilled”) from annual evaluations under the new Ohio Teacher Evaluation System (OTES). Proponents argued that by exempting the best teachers, schools could focus their energies on developing less effective teachers.
While the bill was reasonable on its face, a deeper look showed cause for concern. Historically, the vast majority of Ohio teachers had been rated in those top two tiers and would be exempted from evaluation if trends held. This promised a sharp reduction in annual OTES participation.
Such a reduction in participation would prove especially unfortunate in light of the fact that OTES represented the first time in Ohio history that teacher evaluation has been linked to student outcomes. Thus, a genuine effort to improve teacher quality in Ohio required the full participation of its...