Why Have Standars

The Indicator Levels

In the Ohio Standards for the Teaching Profession and the Ohio Standards for Principals, the indicators are written to show performance at three levels: Proficient, Accomplished and Distinguished. These levels are based on research on the growth of educators throughout the span of their careers. The inclusion of these leveled indicators is intended to guide discussion about the practices of teachers and principals in order to recognize teachers' and principals' successes and meet their professional needs.

The indicators are cumulative. The Proficient level indicators describe the building blocks of knowledge and skills that allow educators and school leaders to advance in their expertise. Teachers and principals who reach the Accomplished level demonstrate mastery of the skills and knowledge at the Proficient level. Teachers and principals at the Distinguished level demonstrate mastery of the skills and knowledge at the Proficient and Accomplished levels. Therefore, to get a complete picture of the characteristics expected of a teacher or principal at the Distinguished level, readers will need to look at the indicators provided in the Proficient and Accomplished levels as well.

Mastery of each level does not necessarily correlate with time on the job; these indicators represent developmental skills and knowledge. Some teachers or principals might be one level for one element and another level for another element. Teachers who move to a new grade or a new discipline might move to anther level of proficiency. All teachers and principals re expected to perform at the Proficient and the Accomplished levels during the course of their careers. The three levels can be defined as:

	Proficient Level		All Ohio teachers and principals are expected to meet the Proficient level. At the Proficient level, teachers demonstrate knowledge knowledge of the skills and abilities needed for effective content-area instruction. They are in the process of refining their skills and understandings to fully integrate their knowledge and skills. They monitor the situations in their classrooms and schools and respond appropriately.

	Accomplished Level		All Ohio teachers and principals are expected to reach the Accomplished level. At the Accomplished level, teachers effectively integrate the knowledge, skills and abilities needed for effective content-area instruction. They are fully skilled professionals who demonstrate purposefulness, flexibility and consistency. They anticipate and monitor situations in their classrooms and schools, and make appropriate plans and responses.

	Distinguished Level		The Distinguished level represents the highest level of achievement for Ohio teachers and principals. At the Distinguished level, teachers and principals use their strong foundation of knowledge, skills and abilities to innovate and enhance their classrooms, buildings and districts. They are leaders who empower and influence others. They anticipate and monitor situations in their classrooms and schools and effectively reshape their environments accordingly. They respond to the needs of their colleagues and students immediately and effectively.

How What Do These standards Mean for Me?

	Ohio Standards for the Teaching Profession	Ohio Standards for Principals	Ohio Standards for Professional Development
Teachers	These standards will guide teachers in self-assessing their knowledge and practices and considering their professional growth along a continuum of practice. This continuum of practice is also defined more fully in the career ladder developed by the Educator Standards Board.	The Ohio Standards for Principals articulate and expectation of shared leadership; teachers can reference these standards to consider opportunities for collaboration and team leadership. These standards also may serve as a resource for aspiring principals.	These standards will guide teachers in determining their professional development needs and developing their Individual Professional Development Plans.
Principals	Principals should use the Ohio teacher standards as they seek ways to develop, support and retain high-quality teachers. The standards create a common language for coaching and mentoring purposes.	These standards will guide Ohio principals in self-assessing their knowledge and practices and considering their professional growth along a continuum of practice.	These standards will guide principals in determining their professional development needs and developing their Individual Professional Development Plans.
Administrators	School and district administrators should use the Ohio teacher standards as they seek ways to develop, support ant retain high-quality teachers. The standards create a common language for coaching and mentoring purposes.	School and district administrators will consider the Ohio Standards for Principals as they seek ways to develop, support and retain high-quality principals. The standards create a common language for coaching and mentoring purposes.	Schools and districts should use the professional development standards to design the school or district professional development program.
Higher Education	ODE and OBR will collaborate with colleges and universities to align teacher preparation programs with the educator standards.	Higher education institutions should consider the Ohio Standards for Principals as they develop programs for Ohio's future principals.	The professional development standards should be considered as higher education institutions plan course offerings that will be taken as continuing education courses for educators and administrators.
LPDCs	The standards will assist LPDCs in helping educators focus their plans for professional growth and create their Individual Professional Development Plans.	The standards will assist LPDCs in helping principals focus their plans for professional growth and create their Individual Professional Development Plans.	Standards-based criteria will be developed that LPDCs can follow in helping educators create their own plans and in evaluating their Individual Professional Development Plans once they are created.

Use of the Standards

The Ohio Standards for the Teaching Profession were created to guide teachers as they reflect upon and improve their effectiveness throughout their careers. It is anticipated that these standards will:

	assist higher education programs in developing the content and requirements of pre-service preparation and development;
	focus the goals and objectives of districts and schools as they support educators;
	be used to plan and guide professional development;
	serve as a tool in developing coaching and mentoring programs.

The Ohio Standards for Principals define the expectations for and traits of effective principals at all stages of their careers. These standards promote effective leadership practices and will support principals as they reflect upon and improve their effectiveness throughout their careers. These standards will:

	assist higher education programs in developing the content and requirements of leadership preparation programs;
	focus the goals and objectives of districts as they support their school's educational leaders;
	be used to plan and guide professional development for principals;
	serve as a tool in developing coaching and mentoring programs for principals.

The Ohio Standards for Professional Development delineate the effective characteristics of quality professional development. They are written for multiple audiences including planners, providers, participants and evaluators of professional development. The standards present a view of effective professional development as an ongoing, systematic process that is linked to the daily practices of educators and based on data that shows the professional development needs of individuals and organizations.

Support for Using and Implementing the Standards


		The Indicator Levels In the Ohio Standards for the Teaching Profession and the Ohio Standards for Principals, the indicators are written to show performance at three levels: Proficient, Accomplished and Distinguished. These levels are based on research on the growth of educators throughout the span of their careers. The inclusion of these leveled indicators is intended to guide discussion about the practices of teachers and principals in order to recognize teachers' and principals' successes and meet their professional needs. The indicators are cumulative. The Proficient level indicators describe the building blocks of knowledge and skills that allow educators and school leaders to advance in their expertise. Teachers and principals who reach the Accomplished level demonstrate mastery of the skills and knowledge at the Proficient level. Teachers and principals at the Distinguished level demonstrate mastery of the skills and knowledge at the Proficient and Accomplished levels. Therefore, to get a complete picture of the characteristics expected of a teacher or principal at the Distinguished level, readers will need to look at the indicators provided in the Proficient and Accomplished levels as well. Mastery of each level does not necessarily correlate with time on the job; these indicators represent developmental skills and knowledge. Some teachers or principals might be one level for one element and another level for another element. Teachers who move to a new grade or a new discipline might move to anther level of proficiency. All teachers and principals re expected to perform at the Proficient and the Accomplished levels during the course of their careers. The three levels can be defined as: Proficient Level All Ohio teachers and principals are expected to meet the Proficient level. At the Proficient level, teachers demonstrate knowledge knowledge of the skills and abilities needed for effective content-area instruction. They are in the process of refining their skills and understandings to fully integrate their knowledge and skills. They monitor the situations in their classrooms and schools and respond appropriately. Accomplished Level All Ohio teachers and principals are expected to reach the Accomplished level. At the Accomplished level, teachers effectively integrate the knowledge, skills and abilities needed for effective content-area instruction. They are fully skilled professionals who demonstrate purposefulness, flexibility and consistency. They anticipate and monitor situations in their classrooms and schools, and make appropriate plans and responses. Distinguished Level The Distinguished level represents the highest level of achievement for Ohio teachers and principals. At the Distinguished level, teachers and principals use their strong foundation of knowledge, skills and abilities to innovate and enhance their classrooms, buildings and districts. They are leaders who empower and influence others. They anticipate and monitor situations in their classrooms and schools and effectively reshape their environments accordingly. They respond to the needs of their colleagues and students immediately and effectively. How What Do These standards Mean for Me? Ohio Standards for the Teaching Profession Ohio Standards for Principals Ohio Standards for Professional Development Teachers These standards will guide teachers in self-assessing their knowledge and practices and considering their professional growth along a continuum of practice. This continuum of practice is also defined more fully in the career ladder developed by the Educator Standards Board. The Ohio Standards for Principals articulate and expectation of shared leadership; teachers can reference these standards to consider opportunities for collaboration and team leadership. These standards also may serve as a resource for aspiring principals. These standards will guide teachers in determining their professional development needs and developing their Individual Professional Development Plans. Principals Principals should use the Ohio teacher standards as they seek ways to develop, support and retain high-quality teachers. The standards create a common language for coaching and mentoring purposes. These standards will guide Ohio principals in self-assessing their knowledge and practices and considering their professional growth along a continuum of practice. These standards will guide principals in determining their professional development needs and developing their Individual Professional Development Plans. Administrators School and district administrators should use the Ohio teacher standards as they seek ways to develop, support ant retain high-quality teachers. The standards create a common language for coaching and mentoring purposes. School and district administrators will consider the Ohio Standards for Principals as they seek ways to develop, support and retain high-quality principals. The standards create a common language for coaching and mentoring purposes. Schools and districts should use the professional development standards to design the school or district professional development program. Higher Education ODE and OBR will collaborate with colleges and universities to align teacher preparation programs with the educator standards. Higher education institutions should consider the Ohio Standards for Principals as they develop programs for Ohio's future principals. The professional development standards should be considered as higher education institutions plan course offerings that will be taken as continuing education courses for educators and administrators. LPDCs The standards will assist LPDCs in helping educators focus their plans for professional growth and create their Individual Professional Development Plans. The standards will assist LPDCs in helping principals focus their plans for professional growth and create their Individual Professional Development Plans. Standards-based criteria will be developed that LPDCs can follow in helping educators create their own plans and in evaluating their Individual Professional Development Plans once they are created. Use of the Standards The Ohio Standards for the Teaching Profession were created to guide teachers as they reflect upon and improve their effectiveness throughout their careers. It is anticipated that these standards will: assist higher education programs in developing the content and requirements of pre-service preparation and development; focus the goals and objectives of districts and schools as they support educators; be used to plan and guide professional development; serve as a tool in developing coaching and mentoring programs. The Ohio Standards for Principals define the expectations for and traits of effective principals at all stages of their careers. These standards promote effective leadership practices and will support principals as they reflect upon and improve their effectiveness throughout their careers. These standards will: assist higher education programs in developing the content and requirements of leadership preparation programs; focus the goals and objectives of districts as they support their school's educational leaders; be used to plan and guide professional development for principals; serve as a tool in developing coaching and mentoring programs for principals. The Ohio Standards for Professional Development delineate the effective characteristics of quality professional development. They are written for multiple audiences including planners, providers, participants and evaluators of professional development. The standards present a view of effective professional development as an ongoing, systematic process that is linked to the daily practices of educators and based on data that shows the professional development needs of individuals and organizations. Support for Using and Implementing the Standards The development of the standards and the release of this document are just part of the process of implementation. Along with this document, companion guides and technical manuals for professional development will assist schools, districts and outside professional development providers in creating professional development plans and programs that reflect what is know about effective teaching, school leadership and professional learning. The Ohio Professional Development Team is made up of practicing educators who represent the Ohio Staff Development Council, Ohio's LPDCs, the Ohio Department of Education and the Educator Standards Board. In work that is being facilitated by the National Staff Development Council (NSDC), this group is establishing a planning framework that includes guidelines and tools for districts creating professional development programs using a standards-based planning cycle. The LPDC Regional Support Site Team is developing new criteria for effective Individual Professional Development Plans, as mandated by SB 2. The criteria will be updated as LPDCs align their expectations with the new standards and phase in these new guidelines over time, allowing for the five-year cycle of renewal. These efforts together will support Ohio as it moves toward a standards-based educational system that will support Ohio's educators in meeting the learning and achievement goals of all of Ohio's students.