Teacher Development & Leadership

  • At Cincinnati Public Schools, all teachers participate in ongoing development through dedicated training days, programs for professional development and regular evaluation.

    CPS' Teacher Evaluation System (CTES) builds on the Ohio Teacher Evaluation System and is a highly collaborated process with their administration and is a model for enhancing teachers' professionalism and supporting higher student achievement.

    Our focus on development is designed to ensure a high quality teaching staff for every student.

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    Help & Support

    In collaboration, Cincinnati Public Schools and the Cincinnati Federation of Teachers created two programs to support teachers throughout their career. 

    Teacher Leadership Pipeline Program (TLPP)  

    TLPP was developed to provide incentives to attract and retain quality teachers in the profession, to improve and encourage teachers' professional growth opportunities, and to give teachers broader roles and responsibilities that improve student achievement and provide better schools for children and teachers.

    Peer Assistance and Review Program (PARP)

    The program connects current teachers to other peer teacher mentors to provide professional resources, coaching and supports.

    The Peer Assistance and Review Program has two major roles. First, through the Ohio Resident Educator Program, it assists teachers in their first year in the Cincinnati Public Schools by providing focused mentoring. PARP helps teachers refine their teaching skills and orienting them to the district, including its goals, curriculum and structure. Through this component, each teacher is evaluated and assisted by a resident educator mentor or district-wide mentor. At any time, teachers may request assistance of a district-wide mentor that is targeted, customized and confidential.

    Second, through the Intervention Component, the program assists experienced teachers who exhibit serious instructional deficiencies. When a teacher's principal has concerns about a teacher's performance, or when a teacher has not met the expected performance standards, the teacher can be referred for intervention. A joint panel of teachers and administrators reviews the referrals and assigns district-wide mentors to work with those teachers to improve instructional skills and the teachers' levels of performance. In cases where improvement does not occur, the panel may recommend a second year of intervention or the non-renewal of a teacher's contract.

    Licensing

    Ohio Senate Bill 230 transferred the responsibility of licensure from the state to the local school district through the Local Professional Development Committee. Cincinnati Public Schools' Individual Development Plan process is based on the standards in the Teacher Evaluation System. It helps educators reflect upon their practice and take responsibility for continued professional development through university course work, professional development activities, participation in professional school district initiatives, etc.