2. Why do the Master Teacher
Program?
• Effective January 2011 the State of Ohio
created a new licensure structure.
• If you complete the Master Teacher
Program then you have completed one of
the requirements for an advanced license.
3. More Reasons to complete the
Master Teacher Program!
• an entry point for a teacher leadership
position
• school, district and community recognition
• possible preparation for seeking National
Board Certification
• a benchmark to strive for in a teaching
career
• and some districts offer CEU’s
4.
5. Senior Professional License
• Master’s degree or higher
• 9 years teaching (five of which under a
professional license)
• Successful completion of a Master Teacher
Portfolio
• Educator Standards Board is currently
working on the renewal process for your
Senior Professional License.
6. Lead Professional License
• Master’s degree or higher.
• 9 years teaching experience.
• For the Demonstration of Practice at the
Distinguished Level you have to have
successful completion of the Master
Teacher Portfolio AND earn the Teacher
Leader Endorsement OR hold an active
National Board Certification.
7. Teacher Endorsement
• There are currently nine universities offering teacher endorsement
programs:
• Ohio Dominican University – 9 sem. hrs. online. Dr. Ted Ziegler - 614-
251-4783
• Kent State University – 12 sem. hrs. face to face. Dr. James
Henderson – jhenders@kent.edu
• University of Cincinnati – 15 quarter hrs. online. 556-3252.
• Wright State University -
• University of Findlay – 12 sem. hrs. online. Dr. Rife – rife@findlay.edu
• Walsh University – Jeannie DeFazio – jdefazio@walsh.edu
• Muskingum College – 740-826-8038
• Lourdes College – 9 sem. hrs. face to face. Michael P. French –
mfrench@lourdes.edu
• John Carroll University – 10 sem. hrs. face to face. Dr. Mark Storz –
mstorz@jcu.edu
*4 others have submitted proposals – Cleveland State, Ashland
University, Rio Grande, and University of Dayton.
8. Master Teacher Information
• Senate Bill 2 directed the Educator
Standards Board to define a Master
Teacher.
• House Bill 1 was signed in July 2009 by
Gov. Strickland and effective 2011 the
Master Teacher program became part of
the new licensure program.
• They have actually been working on the
Master Teacher Program since 2006!
9. What is a Master Teacher?
• A Master Teacher is an excellent
teacher that strives for distinguished
teaching and continued professional
growth as specified in the Ohio
Standards for the Teaching Profession.
They strive to achieve the
distinguished level of the seven
standards adopted by the State Board
of Education.
10. Eligibility Requirements for
Master Teacher
• Valid professional teaching license
and certificate
• Have taught a minimum of seven
years (in 8th year of teaching.)
• Work a minimum of 120 days during
the current school year.
• Work under a teaching contract
employed as a teacher.
11. Master Teacher Portfolio –
what is it?
• The Master Teacher Portfolio is basically a year
long analysis of your teaching and your roles as a
teaching professional.
• You are taking the Standards for Ohio Educators
and applying them. You are analyzing whether
or not your are at a proficient, accomplished, or
distinguished level, and of course to be a Master
Teacher, striving to be at the distinguished level.
• And finally you are providing evidence to
support your analyzed, written narrative of your
teaching.
12. Master Teacher Process
• Master teacher portfolio can be done on your own or
through the Clermont County Educational Service Center.
• The CCESC offers an online course that guides teachers to
create their Master Teacher Application/Portfolio.
• The course includes all of the paperwork and scoring
rubrics for the application process.
• The cost of the course is $150 for CEU’s or $240 for 2
graduate hours from Ashland.
• The course requires no books and is at your pace.
14. Master Teacher Portfolio
Section II – Writing and Evidence Guidelines
• To be designated as a Master Teacher in Ohio, eligible
educators must clearly demonstrate, through written
narrative and pieces of evidence, the following criteria:
• Consistent Leadership
• Focused Collaboration
• Distinguished Teaching – Focus on Students and
Environment
• Distinguished Teaching - Focus on Content, Instruction,
and Assessment
• Continued Professional Growth
15. Master Teacher Portfolio
Section II – Writing and Evidence Guidelines
• There are many rules, or guidelines to writing your narratives and
submitting your evidence for each of the criteria.
• Here are a few:
• References in your criteria answers and pieces of evidence cannot be
older than 5 years.
• Each of the criteria prompt questions must be answered, in about 2-3
pages because your entire narrative cannot exceed 12 pages.
• Your responses to the prompts must refer to the Ohio Standards for
Teaching. You will need to know these standards inside-out and
backwards. Or you will after this process.
• There are specific guidelines for the pieces of evidence as well, for
example the evidence has to be referenced in the text and labeled.
The piece of evidence should be labeled in the top, right-hand corner.
16. Criteria A:
Consistent Leadership
• Master Teachers ensure student learning and well-being by
participating in decision-making and initiating innovations and
improvements for school change. They are leaders who
empower and influence others. They engage in a variety of
leadership roles and perform thoughtful stewardship
responsibilities for the school community and the profession.
• The main statement to respond to:
• Describe how you have demonstrated consistent leadership in
your school community and the teaching profession.
17. Examples of Criteria A:
Consistent Leadership
Educator Standards Board Misty Goetz
Megan Yeager
• Committee work on • LPDC committee
teacher evaluation
• Instructional Leader for
• Assume a leadership
position in a state Department
professional • Mentoring programs
organization
• OIP committee
• Conduct research on
teacher quality issues • NCA representative
• Member of a district • Serving as coaches and
data assessment team advisors
18. Criteria B:
Focused Collaboration
• Master Teachers work with educators, students, families and
communities to create relationships; share
knowledge, practice and responsibility; communicate
effectively and support student learning. They respond to the
needs of their colleagues and students immediately and
competently.
• The main statement to respond to:
• Describe how you have contributed to focused collaborative
efforts with other educators, students, families and/or the
community to support student learning.
19. Examples of Criteria B:
Focused Collaboration
Misty Goetz
Educators Standards Board Megan Yeager
• Teacher mentor • Mentoring
• Teacher leader at • Student teacher
building level
• Peer tutoring with
• CIP team students
• PTO
• Attendance at many
• Highly visible in community events
community events
• Student award or • Cross-curricular
recognition collaboration
• After-school “math club”
20. Criteria C: Distinguished Teaching –
Focus on Students and Environment
• Master Teachers analyze individual and group student
development to connect instruction to students’ needs,
interests and prior knowledge. They strive to create an
environment that engages learners in inquiry, promotes high
levels of learning for all students and creates a culture of
civility and success.
• The main statement to respond to:
• Describe how you have demonstrated distinguished teaching
through a focus on students and environment, fostering rich
learning opportunities and creating a safe, enthusiastic learning
environment in which all students can achieve at high levels.
21. Example of Criteria C: Distinguished Teaching
– Focus on Students and Learning
Misty Goetz
Educators Standards Board
Megan Yeager
• Evidence of adaptation of • Behavior
learning to meet student needs expectation/rules/syllabus
(acceleration learning vs. contract; introductory
intervention)
survey
• Develops long and short range
plans that includes • Many examples of
differentiated activities (whole differentiated instruction
class, small group, • Positive classroom
independent)
environment
• Creates a learning environment
that supports different abilities, • Specific activities and
cultures attitudes. evidence of a learning
• Data analysis on student environment that fosters
assessments with a plan of different culture and ability
intervention or next steps levels
22. Criteria D: Distinguished Teaching – Focus on
Content, Instruction, and Assessment
• Master Teachers have a deep and reflective understanding of
the academic content they teach. They use multiple
assessments to evaluate student learning and inform
instruction. They continually reflect on student outcomes and
make decisions to promote high levels of learning for all
students.
• The main statement to respond to:
• Describe how you have demonstrated distinguished teaching
through a focus on content, instruction and assessment.
23. Examples of Criteria D: Distinguished Teaching –
Focus on Content, Instruction, and Assessments
Misty Goetz
Educators Standards Board
Megan Yeager
• A description of how the • Children’s geometry book
teacher has continued to • OGT Olympics
grow, extend and enrich
curriculum by using the • Practice OGT analysis
district priorities with Ohio’s • Explanation and sample of
Academic Content Standards, projects/activities
such as: student work
samples tied to a specific • Financial literacy course
learning activity • Different types of
demonstrating evidence of assessment – AP
differentiated instruction, psychology, mock trial
curriculum mapping, teacher
evaluation. • Improving instruction at
• Different types of
the district level through
assessments OIP committee
24. Criteria E:
Continued Professional Growth
• Master Teachers engage in continuous professional
development and reflection. They use multiple resources to
shape the focus and goals of their professional development
including student learning, assessment data, researched best
practices and school and district goals. They evaluate their
personal growth, understanding and application of knowledge
and develop and appropriate professional plan.
• The main statement to respond to:
• Describe your professional growth activities from the last three to
five years.
25. Examples of Criteria E:
Continued Professional Growth
Educators Standards Board Misty Goetz
Megan Yeager
• Describe a professional • OMAP
growth opportunity that
had an impact on your • Mentor
classroom instruction and • College Coursework
how it improved student
learning. • TI workshop
• Create a table/resume of • Common Core workshop
professional development
• Think History
opportunities and describe
how it had an impact on • Moodle workshops
your classroom and
student learning.
28. Master Teacher Portfolio
Section IV - Scoring
• Final portfolio is turned into local, district Master Teacher
Committee (possibly the same as LPDC committee)
• Local committee will assign anonymity and send to the Master
Teacher scoring consortium.
• There is a complete set of guidelines for scoring.
• At least 2 different people will score the portfolio (not from
your school.)
• You must achieve exemplary scores in four of five areas on the
scoring guide.
31. Master Teacher Portfolio
Section IV - Scoring
• If your portfolio falls short in 2 or more
areas you will only have to resubmit those
areas to be re-evaluated.
• Discrepancies in scoring will be resolved by
a third reader.
• Additionally, the appeals process set up
with the Clermont County Consortium is a
partnership with the Brown County
Consortium.
32. Master Teacher Portfolio
• DATES TO REMEMBER:
• November 30th – letter of intent to
your local Master Teacher
committee.
• May 7th, 2012 – Portfolios due to the
local Master Teacher committee.
33. Thank you!
• Do not hesitate to contact us with any questions!
• Misty Goetz
• goetz_m@cneschools.org
• Cindi Berding
• berding_c@cneschools.org
• Megan Yeager
• yeager_m@cneschools.org
