Know Your Rights
Communication for Principals and ILTS
The Cincinnati Public Schools DLT exists to support the ILT in the school improvement process as outlined in the Collective Bargaining Agreement, in alignment with Ohio Department of Education and Every Student Succeeds Act (ESSA), and in the spirit of collaboration.
With the completion of each school’s One Plan that incorporates the Plan-Do-Study-Act (PDSA) process, it is vital that ILT collaborate to assure that steps are being made to collect data on how the school is working towards the goals of your plan. The DLT will review information from the ILT to look for patterns in the data, provide feedback and determine how we (DLT) can support the work. The expectation of Teacher Based Teams (TBTs) is that they determine specific strategies they believe will positively impact student growth, work through the PDSA process, and communicate with the ILT monthly so that the ILT can support their work by providing needed resources for their success.
Improvement of any kind rarely occurs in isolation. Research shows that high quality collaboration and shared leadership are key components to a successful organization. We embrace collaborative teams as a means to improving student achievement. Schools should see collaboration as a valuable investment of time in working together to accomplish a common goal.
Cincinnati Teacher Evaluation System Appeal Process
Teachers may appeal their evaluation performance scores by submitting a time stamped written Request for Review to the attention of Brad Dillman, Peer Assistance and Review Facilitator. This can be submitted to either the Human Resources front desk or by emailing the Request for Review directly to Brad Dillman within 10 working days of receiving their Final Summative Rating report. The Peer Review Panel shall review the documentation and determine if the evidence supports the scores given by the school administrator and/or the Teacher Evaluator. If not, the Peer Review Panel will review the evidence and provide new scores.
When submitting appeals, teachers should take into account the following:
- Include a statement setting the grounds for the appeal.
- Include the rating that was assigned as well as the rating the teacher believes should have been assigned.
- The teacher is encouraged to attach any other documentation needed to substantiate or support his/her appeal.
- All observation reports and previously submitted documents in the Evidence and Artifacts section of eTPES will be forwarded to the Peer Review Panel; teachers should reference these documents in their appeal.
Announced Observation Process
Teachers who are going through the full evaluation process will have two formal (entire class period) observations and two informal (10-15 minute walkthrough) observations. One of the formal observations will be an announced observation that includes a pre-conference and post-conference.
The evaluator and teacher should collaboratively decide on a date and time for the announced observation to occur.
They will also determine a date and time to meet for the pre-conference that is prior to the announced observation and far enough out (at least a week) for the teacher to adequately prepare their pre-conference documentation in eTPES.
The teacher will complete their pre-conference documentation in eTPES (use the OTES rubric as a guide for drafting responses to the prompts) and enter their PIN so that the evaluator will be able to access it.
The teacher and evaluator meet to discuss the pre-conference documentation and plan for the lesson scheduled to be observed. The evaluator will provide any feedback or suggestions that might be relevant to the teacher. They will also record evidence from the form and the conversation in eTPES.
The announced observation will take place.
Within fifteen days, the evaluator will submit the observation report in eTPES.
The teacher and administrator will schedule an opportunity to meet for the post-conference that is far enough out for the teacher to prepare any documented response that they feel is necessary for the conversation.
During the post-conference, the evaluator and teacher will reflect on the lesson that was observed and any written post-conference documentation. The evaluator will record any additional evidence that is available from the conversation or form.