Judith Herb College of Education

Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development

I. Completer Effectiveness

Ohio's system for evaluating teachers (Ohio's Teacher Evaluation System) provides educators with a detailed view of their performance, with a focus on specific strengths and opportunities for improvement. The system is research-based and designed to be transparent, fair, and adaptable to the specific contexts of Ohio's school districts. Furthermore, it builds on what educators know about the importance of ongoing assessment and feedback as a powerful vehicle to support improved practice. Teacher performance and student academic growth are the two key components of Ohio's evaluation system.

Note that the data on this page is not a chronological view of evaluations. Rather, it's a view of the evaluations from that school year, showing four different cohorts of licensed educators. The most recently licensed cohort will eventually have more evaluation results in its second year as more educators find employment as teachers or principals.

Limitations of the Ohio Teacher Evaluation System (OTES) Data:

1. The information in the report is for those individuals receiving their licenses within the previous four effective years.
2. The teacher evaluation data in this report are provided by the Ohio Department of Education.
3. Due to ORC 3333.041(B), annual results must be masked for institutions with fewer than 10 completers with OTES data.

OTES reporting period from Sept. 1, 2023 - Aug. 31, 2024. Data Source: Ohio State Board of Education.

Completer Survey

The JHCOE administers a survey before and at the end of the student teaching that focuses on common teaching and learning skills. The primary goal is to gauge the student teachers’ perceived readiness to teach before and after the student teaching experience. A secondary goal is to obtain additional feedback on areas in which student teachers felt additional preparation was needed. Similarly, the Ohio Department of Higher Education surveys pre-service teacher candidates from the JHCOE to gauge perceived readiness to assume the role of teacher at the end of the candidate’s program. 

LINK COMING SOON

II. Completer Impact on P-12 Learning and Development

According to ODHE, Ohio's value-added data system provides information on student academic gains. As a vital component of
Ohio's accountability system, districts and educators have access to an extensive array of diagnostic data through the Education Value-Added Assessment System (EVAAS). Schools can demonstrate through value-added data that many of their students are achieving significant progress. Student growth measures also provide students and parents with evidence of the impact of their efforts. Educators and schools further use value-added data to inform instructional practices. 

Limitations of the Value-Added Data:

1. The information in the report is for those individuals receiving their licenses with the previous four reporting effective years.
2. The value-added data in this report are those reported by Ohio's Education Value-Added Assessment System (EVAAS) based on Elementary and Middle School Tests (Grades 4-8) and End-of-Course Tests for high school credit.
3. For Educator Preparation Providers with fewer than 10 linked teachers or principals with value-added data, only the number (N) is reported.

Please visit Ohio Educator Preparation Provider Performance Report to view public state and institution reports.

Other Data  

Clinical Experiences - Candidates are placed in diverse settings with at least one experience in an urban setting. Some programs provide one-year placements which allow the candidate an opportunity to participate in setting up the classroom, observe growth of students over the academic year, and end the school year, all within the same classroom.

The PreK-12 schools that partner with the JHCOE are vital to the educator preparation process. The JHCOE is grateful to the numerous cooperating teachers who mentor candidates preparing to become a teacher and to the university supervisors who liaise between the PreK-12 schools and university to support candidates during their field experiences.

Graduation Rates - These data refer to the number who registered for student teaching and who successfully completed the experience.