Teacher Effectiveness After Graduation

Teacher Effectiveness After Graduation

Value-Added: 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.

Value-Added Data for Miami University-Prepared Teachers
Initial Licensure Effective Years
2014, 2015, 2016, 2017
Associated Value-Added Classification
Employed as
Teachers
Teachers with Value-
Added Data
Most Effective Above Average Average Approaching Average Least Effective
652 250

N=45
18%

N=20
8%
N=81
32%
N=36
14%
N=68
27%

Source: Ohio Educator Preparation Provider Performance Report (PDF)

 

Value-Added Data for Students Taught by Teachers Prepared by Ohio Educator Preparation Providers
Initial Licensure Effective Years
2014, 2015, 2016, 2017
Associated Value-Added Classification
Employed as
Teachers
Teachers with Value-
Added Data
Most Effective Above Average Average Approaching Average Least Effective
10310 3807

N=677
18%

N=369
10%
N=1181
31%
N=594
16%
N=986
26%

Source: Ohio Educator Preparation Provider Performance Report Statewide Report (PDF)

Ohio Teacher Evaluation System

Ohio Teacher Evaluation System (OTES) Classifications: 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.

Associated Teacher Evaluation Classifications for Ohio Teachers Prepared at Miami University
Initial Licensure
Effective Year
# Accomplished # Skilled # Developing # Ineffective
2014 106 (50%) 82 (39%) 12 (6%) N<10 (<5%)
2015 73 (44%) 74 (44%) N<10 (<6%) N<10 (6%)
2016 55 (31%) 98 (56%) 13 (7%) N<10 (<6%)
2017 38 (30%) 72 (53%) 16 (12%) N<10 (<7%)
Average N=272 (40%) N=326 (47%) N<50 (<7%) N<40 (<6%)

Source:Ohio Educator Preparation Provider Performance Report Miami University (PDF)

Associated Teacher Evaluation Classifications for Ohio Teachers Prepared by Ohio Education Preparation Providers
Initial Licensure
Effective Year
# Accomplished # Skilled # Developing # Ineffective
2014 1410 (47%) 1401 (46%) 212 (12%) N<10
2015 1122 (41%) 1356 (50%) 226 (8%) N<10
2016 756 (32%) 1296 (55%) 290 (12%) N<10
2017 474 (28%) 928 (54%) 306 (18%) N<10
Average 3762 (38%) 4981 (51%) 1034 (11%) Less than 1%

Source: Ohio Educator Preparation Provider Performance Report Statewide Report (PDF)

Value-Added Data by License Type

Employment, license, and teacher value added data of Miami University graduates were obtained from the Ohio Department of Higher Education Metrics Reporting System (i.e., metrics data) and used to conduct this analysis. With consideration of incompleteness of metrics data, only employment data in school year 2015–2016, 2016–2017, and 2017–2018, teacher resident educator (RE) and principal license data in effective years 2015, 2016, and 2017 and teacher value-added data in school year 2016–2017 and 2017–2018 were used. Since teacher license data can be publicly accessed through Ohio Department of Education (ODE) website (i.e., ODE staff data), we pulled out Miami graduates’ license data in effective years 2012–2014 from the ODE staff data by using the list of teachers from metrics by license effective year.

The 2018 teacher value-added data in the Metrics Reporting System included 255 records regarding teachers’ performance in 2017. There were 66 records the same as in the 2017 data set; 184 records contained updated information about their buildings; and 5 records were new. We contacted ODHE staff to confirm the additional 2017 records in the 2018 teacher value-added data. Teacher value-added data in both 2017 and 2018 were updated based on the newly obtained data.

Note. Teachers' license data were extracted from ODE staff data in effective years 2012 to 2017. Data in this table reflect the number of educator licenses not the number of educators. Educators may hold more than one valid license.
Early Childhood Value-Added Data
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
Early Childhood (P-3) 8 22% 7 19% 12 32% 2 5% 8 22% 27% 37
2017 3 16% 5 26% 7 37% 1 5% 3 16% 21% 19
2018 5 28% 2 11% 5 28% 1 6% 5 28% 33% 18
Middle Childhood Value-Added Data
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
Middle Childhood (4-9) 60 29% 25 12% 58 28% 16 8% 46 22% 30% 205
2017 31 28% 11 10% 33 30% 7 6% 27 25% 31% 109
2018 29 30% 14 15% 25 26% 9 9% 19 20% 29% 96
Adolescence and Young Adult Value-Added
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
Adolescence to Young Adult (7-12) 62 28% 25 11% 75 33% 16 7% 46 21% 28% 224
2017 32 27% 12 10% 41 34% 9 8% 25 21% 29% 119
2018 30 29% 13 12% 34 32% 7 7% 21 20% 27% 105
Multi Age Value-Added
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
2018 0% 0% 2 100% 0% 0% 0% 2
Intervention Specialist Value-Added Data
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
Intervention Specialist (K-12) 11 16% 16 24% 36 53% 4 6% 1 1% 7% 68
2017 7 18% 9 23% 21 54% 1 3% 1 3% 5% 39
2018 4 14% 7 14% 15 52% 3 10% 5 0% 10% 29
Total Value-Added Data
Least Effective Approaching Average Average Above Average Most Effective Above Average and Most Effective Total
N % N % N % N % N % % N
TOTAL 141 26% 73 14% 183 34% 38 7% 101 19% 26% 536