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Once your HQSD is organized, think about other indicators done by you throughout the year that help determine where you should be on the teaching rubric. There are several themes within the evaluation rubric. For example, student ownership in the learning process is mentioned in several categories. How are you demonstrating student ownership? Do your students participate in Solo & Ensemble events? Do you have featured soloists at concerts? Conversely, do you discuss with other teachers what your data is telling you about your students? Do you collect exit tickets that ask students to reflect on their skill development, knowledge, or learning? While these examples may not qualify as HQSD, they demonstrate ways in which your students are engaging in the content, setting goals, and using self-assessment. Be ready to share those examples with your evaluator.

Before that final conversation, reflect on your year as a whole. Take some time to read the Teaching Rubric. Jot down actions and dig out the lesson plans that speak directly to the criteria that perhaps your evaluator did not see in the two or three observations in the classroom. For example, engaging in professional development and collaboration with colleagues is mentioned many times in the rubric. Be sure to upload documentation of your own professional development in the OhioES system. Did you attend an OMEA or other professional organization sponsored professional development sessions? Are you taking graduate classes? Do you perform in professional or community ensembles? Do you mentor younger teachers? How have these experiences helped you to grow as a professional? Be prepared with a copy of the rubric to show your evaluator how you integrate these activities into your professional life.

When you have organized your HQSD, studied the criteria listed in the teaching rubric, and reflected on your program and professional goals, it is time to have that final conference for the year. This conversation will, of course, determine your final summative rating, but it should also be used as an opportunity to set up the next evaluation cycle. Use all of the evidence that you have collected and presented to determine your Professional Growth Plan goals for next year. The OTES 2.0 cycle encourages teachers to continuously improve so take everything you have learned from this first year of implementation and begin to build on the successes you had. Ultimately, we as music educators are asking our students to constantly reflect on and rehearse the skills we have taught them. Allow yourself to do the same.

References

Ohio Department of Education. (2023). High quality student data. Retrieved from https://education.ohio. gov/Topics/Teaching/Educator-Evaluations/Teacher-Evaluations/High-Quality-Student-Data

Dr. Rachael Fleischaker (rfleisch@kent. edu) has taught elementary general music, band, and choir in Canton, Ohio for over 25 years. She earned her B.M.E. from the College of Wooster. Both her M.Ed. and Ph.D. are from Kent State University. Research interests include culturally responsive music education, music teacher development and support, and learning, assessment, and evaluation. She has presented numerous sessions over the years at OMEA Professional Development Conferences, at NAfME Professional Development conferences, and has reached international audiences by presenting at the 2022 International Society for Music Education Conference. Rachael is the chair of the OMEA Teacher Evaluation committee.