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Ohio gets D for preparing teachers, firing bad ones

By John Published: January 28, 2010

National Council on Teacher Quality's 2009 yearbook out today gives Ohio D grades in

  • Delivering well prepared teachers

  • Expanding the teaching pool

  • Exiting  ineffective new teachers

 Ohio gets a C minus in identifiying effective new teachers and a C  in retaining effective new teachers. Press release here with exerpt after the jump.

Among the findings about Ohio:

  • Ohio's evaluation and tenure policies do not consider what should count the most about teacher performance: classroom effectiveness.  Ohio does not require any objective measures of student learning in teacher evaluations and does not require annual evaluations for all teachers.  It also does not require that districts collect or consider any evidence of teacher effectiveness as part of tenure decisions.

  • Ohio makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. Ohio also allows multiple appeals of dismissals.

  • Although Ohio claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.

  • Ohio's requirements for the preparation of elementary teachers do not ensure that these teachers are well prepared to teach mathematics. While the state's policies do address the science of reading instruction, Ohio fails to ensure that its elementary teachers are well prepared to teach reading through an appropriate test.

  • Ohio sets low expectations for what special education teachers should know, despite state and federal expectations that special education students should meet the same high standards as other students.

  • Ohio fails to exercise appropriate oversight of its teacher preparation programs.  The state allows programs to admit candidates without passing a basic skills test.  It also fails to hold programs accountable for the quality of the teachers they produce.

  • The financial sustainability of Ohio's retirement system is also uncertain, based on the state's own report. 

Despite these findings, Ohio has some bright spots, including its support of differential pay for teachers in high-needs schools and shortage subjects.  Ohio also passed legislation recently that may further bolster its teacher preparation and evaluation policies.   



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