Ohio

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Updated on March 16, 1998


Ohio - The Ohio Entry Year Program (OEY) became effective in July 1987 as a part of general reform in teacher development and certification. It required schools to use the 1987 & 1988 school years to develop and establish a one year mentoring/induction program following a set of state guidelines. The primary focus was on support and professional development of new teachers. School districts were required to develop their own criteria for mentor selection. The Ohio Dept. of Education sponsors mentor training workshops to assist in preparing mentors for their work and provides for released time for mentoring. Both school districts and the Ohio Department of Education are required to do a comprehensive on-site program evaluation every five years. See Bowers, R. & Eberhart, N. (1988) Mentors and the Entry Year Program, in Theory Into Practice, Ohio St. Univ. XXVII (3), Columbus OH.

In 1990 the Ohio State Dept. of Education published a helpful document designed to support development of quality entry year programs. The document contains a rationale explaining the need for the support program, an Entry Year Program Framework,and the knowledge and skills needed by mentors in the OEY Program. See Gordon, S.P. (1990). "Assisting the Entry Year Teacher: A Leadership Resource". Columbus, OH: Ohio State Department of Education. The author, Steven Gordon, is also well known for his book on programs for assisting new teachers which has been published by the Association for Supervision and Curriculum Development (ASCD). Also see Steve's work below in the section on 1994.

In 1991, the Ohio General Assembly appropriated $2.5 million to support the Ohio Entry Year Program. Competitive grants were awarded to support district Entry Year Programs for the professional support of first year teachers. The state also provides support for mentor training.

In 1992 Ohio's State Dept. of Education voted to revise the state teaching standards, the teacher education requirements, and teacher licensure processes and standards, plus expanded assessment for performance. The changes were to take effect in 1993 and to be aligned with NCATE and National Board of Professional Teaching Standards. See Sanders, T. (1993). Assessment and Licensure of Beginning Teachers and the Ohio Experience. Theory Into Practice, 32, #2, Spring, Ohio State University.

In a 1994 study of the Ohio program, after six years of experience, it was found that 23% of the school districts still do not have formal beginning teacher induction programs of any kind. See Bradley, L. & Gordon, S.P. (1994). "Comparing the Real to the Ideal in State-Mandated Induction Programs", Journal of Staff Development. 15 (3), 44-48.

In 1995 the state's approach to mentoring was focused only on formative assessment and feed back with no summative assessment role for the mentors. The state level discussions in Ohio that began in 1992 on incorporating national standards for teaching into the Entry Year Program really began to focus increased assessment of new teachers for purposes of teacher licensure and certification. To accomplish this assessment the State announced an intention to use the Praxis III assessment. The Praxis assessment series uses a comprehensive portfolio system to document teacher professional development. Praxis, which is published by the Educational Testi