Student Learning Objectives
Phase 3 Regional Training
April 2013
1
Student Learning Objectives
District Professional
Development is the Key
2
Teacher/Principal Evaluation
Requirements
• 2010 Education Reform Act
• ESEA Flexibility Waiver
• Race to the Top Grant
3
State Teacher Evaluation Model
Planning and
Preparation
12.5 %
Professional Practice
Student Growth
50 % Qualitative Measures
4 Domains Each 12.5%
50% Quantitative Measures
As defined below
Instruction
12.5 %
Elementary/Middle
School Teacher
Two Content Areas
• 10% - Reading MSA (Class)
and
• 10% - Math MSA (Class)
and
• 10% - School Performance
Index
and
• 20% - Student Learning
Objectives
or
Classroom
Environment
12.5 %
Professional
Responsibilities
12.5 %
Elementary/Middle School
Teacher
or
One Content Area
English/Language Arts Teachers:
• 20% - Reading MSA (Class)
and
• 10% - School Performance Index
and
Elementary/Middle
School Teacher
Non-Tested Subject
• 15% - School Performance
Index
and
• 35% - Student Learning
Objectives
or
High School
Teacher
• 15% - School Performance
Index
and
• 35% - Student Learning
Objectives
• 20% - Student Learning Objectives
Mathematics Teachers:
• 20% - Math MSA (Class)
and
• 10% - School Performance Index
and
• 20% - Student Learning Objectives
9/27/12
Local Teacher Evaluation Models
Professional Practice
Student Growth
50 % Qualitative Measures
Domain percentages proposed by LEA and approved by MSDE
50 % Quantitative Measures
As defined below
Planning and
Preparation
Instruction
Classroom
Environment
Professional
Responsibilities
Additional Domains Based on Local Priorities
Elementary/Middle
School Teacher
Two Content Areas
• 10 % - Reading MSA (Class)
and
• 10 % - Math MSA (Class)
and
• 30% - LEA proposed
objective measures of
student growth and learning
linked to state and/or local
goals and approved by MSDE
or
Elementary/Middle School Teacher
or
One Content Area
English/Language Arts Teachers:
• 20% - Reading MSA (Class)
and
• 30% - LEA proposed objective measures of
student growth and learning linked to state
and/or local goals and approved by MSDE
Elementary/Middle
School Teacher
or
Non-Tested Subject
LEA proposed objective
measures of student
growth and learning
linked to state and/or
local goals and approved
by MSDE; no single
measure to exceed 35%
High School
Teacher
LEA proposed objective
measures of student
growth and learning
linked to state and/or
local goals and approved
by MSDE; no single
measure to exceed 35%
Mathematics Teachers:
•20% - Math MSA (Class)
and
• 30% - LEA proposed objective measures of
student growth and learning linked to state
and/or local goals and approved by MSDE
9/27/12
State Principal Evaluation Model
•
•
•
•
•
•
•
•
Professional Practice
Student Growth
50% Qualitative Measures
12 Domains Each 2-10%
50% Quantitative Measures
As defined below
Maryland Instructional Leadership Framework (8)
School Vision
School Culture
Curriculum, Instruction, and Assessment
Observation/Evaluation of Teachers
Integration of Appropriate Assessments
Use of Technology and Data
Professional Development
•
•
•
•
Interstate School Leaders and
Licensure Consortium (4)
School Operations and Budget
Effective Communication
Influencing the School Community
Integrity, Fairness, and Ethics
Stakeholder Engagement
Elementary/Middle School
Principals
or
High School
Principals
or
Other Principals (e.g., Special
Center, PreK-2)
•10% - Reading MSA (School)
and
• 10% - Math MSA (School)
and
• 10% - School Performance Index
•15% - School Performance Index
and
•35% - Student Learning Objectives
•15% - School Performance Index
and
•35% - Student Learning Objectives
and
•20% - Student Learning Objectives
9/27/12
Local Principal Evaluation Models
Professional Practice
Student Growth
50 % Qualitative Measures
Domain percentages proposed by LEA and approved by MSDE
50 % Quantitative Measures
As defined below
•
•
•
•
•
•
•
•
Maryland Instructional Leadership Framework (8)
School Vision
School Culture
Curriculum, Instruction, and Assessment
Observation/Evaluation of Teachers
Integration of Appropriate Assessments
Use of Technology and Data
Professional Development
Stakeholder Engagement
Elementary/Middle School
Principals
• 10 % - Reading MSA (School)
and
• 10 % - Math MSA (School)
and
• 30% - LEA proposed objective
measures of student growth and
learning linked to state and/or
local goals and approved by MSDE
or
Additional Domains
Based on Local
Priorities
High School
Principals
LEA proposed objective measures
of student growth and learning
linked to state and/or local goals
and approved by MSDE; no single
measure to exceed 35%
or
Other Principals
(e.g., Special Center, PreK-2)
LEA proposed objective measures
of student growth and learning
linked to state and/or local goals
and approved by MSDE; no single
measure to exceed 35%
9/27/12
Student Learning Objectives
Quality Control Components
Ensure Accountability
Provide
Guidance,
Templates,
and Tools
Establish
Priority of
Standard
Determine
and Score
Rigorous
Targets
Identify HighQuality,
Common
Measures &
Assessments
Monitor
and Audit
Provide Professional Development
Develop Two-Way Communication Plan
8
“Building the skills
of teachers and
principals to
successfully
implement SLOs
is fundamental to
success.” (CTAC)
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SLO Professional Development
“The most effective strategy for training
teachers and principals to implement a
rigorous, reliable, and valid SLO model is to
provide hands-on experience writing an SLO.”
“Teachers often find that they do not know the
questions to ask until they are actively
engaged in the process. The key is providing
support, during training and throughout
implementation.” (CTAC)
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SLO Training Modules
Add graphic
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SLO Modules
• 7 Training Modules
–
–
–
–
–
–
Module 1 - SLO Context & Purpose
Module 2 - SLO Components
Module 3 - The SLO Process
Module 4 - Quality Assurance: Priority of Standard
Module 5 - Quality Assurance: Rigor of Target
Module 6 - Quality Assurance: Quality of Measure &
Evidence
– Module 7 - Quality Assurance: SLO Action Plan
• Companion Handbook
12
Module Outcomes
• After completion of the modules, participants
will have completed one SLO and should be
prepared to craft additional SLOs and judge
their quality using the teacher and principal
rubrics.
• The modules are NOT designed as Inter-rater
Reliability (IRR) Training
13
Online Demo
https://msde.blackboard.
com/
Guest Access
U: slo.guest
P: msdelms
14
SLO Workshop Customization
SLO Workshop
– State Model
DistrictCustomized
SLO Workshop
• SLO PD Workshop
designed based on
State Model
• Copy of Workshop in
Blackboard will be
provided to each district
so that district
customization may
occur
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Workshop Access
District
Customized
SLO Workshop
Guest Access
• Once a district has
customized the
workshop, it may be
accessed in two forms:
– Guest Access
– Registered User Access
Registered
User
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Guest Access
• Generic “guest” login and password
• Recommended PD Format: Face to Face or
Hybrid
• No online access to interactive components –
these will occur in face to face sessions
• District provides facilitator and holds as many
PD sessions as desired
17
SLO Workshop for CPD Credit
• Districts must set up Blackboard session with
MSDE (Contact: Naku Mayo at
nmayo@msde.state.md.us)
• Participants must register through online process
• Login and password required
• Recommended PD format: virtual or hybrid
• Includes online interactive components
• District provides facilitator
• Participant earns 1 CPD credit
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SLO Modules Handbook
Contents
• Overview
• Customization of Content
• Facilitation Guide - Guest Access
– Hybrid Format
– Face to Face Format
• Facilitation Guide – Workshop for CPD Credit
–
–
–
–
Course Set Up
First Course Meeting – Face to Face
Online Facilitation
Hybrid Option
19
Considerations for Use of Modules
• Face-to-face vs. online training
• Schedule for training
• Expertise of facilitators
• Review of final SLO products
• Document training
• Technical requirements
• Other considerations?
20
Professional Development
Action Plan
LEA Team Activity
21
Moving Forward
Engage broad array of stakeholders in
developing district SLO plan
Provide models and templates
Establish written guidelines or rules to help
teachers and principal set, implement, &
measure SLOs
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Moving Forward
Build skills of teachers and administrators by
providing hands-on experience writing an SLO
Develop a two-way communication plan
Provide support and ensure principals have
the skills and knowledge necessary to provide
leadership for quality SLO implementation
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Professional Development
Learning Cycle
Transition
Definition
Integration
Assimilation
Validation
SLO Professional Development
Learning Cycle
Definition
Understand the purpose of
SLOs
Validation
Understand the importance of
SLOs
Assimilation
Understand the elements and
mechanics of the SLO process
 Integration
Understand how SLOs are
incorporated into every day
instructional practice
 Transition
Understand the relationship of
SLOs to student
achievement
Additional Resources
• MSDE Website
http://www.marylandpublicschools.org/MSDE/programs/tpe
• SLO Quality Control Toolkit
• Community Training and Assistance Center (CTAC): Student
Learning Objectives Support Center
• Flexibility for Fairness: Crafting Business Rules for Student
Learning Objectives
• MSDE Annotated Summary of Teacher/Principal Evaluation
Research: SLO Resources for School Systems
26
Blackboard Resources
• Get On Board With Blackboard
• Technology Guidelines for MSDE LMS
(Blackboard)
(Found on the SLO page of the MSDE Teacher/Principal
Evaluation website)
27
Evaluation
Thank you for your participation and efforts to
implement quality SLOs in your district.
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