Folder for Training
http://bit.ly/1cmIkCw
South Dakota
Student Learning
Objectives
Enter Your Name Here!
Agenda
•
•
•
•
•
•
•
Introductions and welcome
Baseline Assessment
Teacher/Principal Effectiveness Model
What is an SLO?
SLO Process Guide
Checklist
Post assessment
Welcome!!
• Who are we?
• Who are you?
lightb lb
moments
e d u c a t o r
• Introduce yourself at your table
– Are you planning or implementing?
– Have teachers been trained on Teacher
Effectiveness model in your building?
– What do you hope to learn about today?
?
Let’s
4 CORNERS!
4 Corners
1. I know the definition of an SLO.
2. I know how an SLO connects to teacher
evaluation.
3. I know how growth ratings are calculated.
4. I know how to establish baseline data and
determine growth.
5. I understand the four steps of the SLO
process.
6. I know the components of a SMART goal.
7. I can determine the quality of an SLO based
on the Quality Checklist.
Outcomes Today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I know how growth ratings are calculated.
– I know how to establish baseline data and
determine growth.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I can determine the quality of an SLO based on the
SLO Quality Checklist.
Chunking today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine the quality of an SLO based on the
SLO Quality Checklist.
Norms for the Day
Listen with Engagement
Honor Each Other’s Thinking
Honor Private Think Time
Everyone has a Voice
Be Respectful of all Comments
Limit Side Conversation
Take Care of Your Needs
Cell Phones Off/Vibrate
Parking Lot
Question “protocol” today
• Write questions on sticky notes
• Place on parking lot poster
• Claim question off the board that
you can answer.
• We will answer them at end of day
A Little Bit of History
• South Dakota’s work to develop meaningful educator
effectiveness systems is united by a common
aspiration: To improve instruction and student
learning.
– The 2010 Teacher Standards Workgroup
– Adopted Charlotte Danielson Framework for Teaching now
known as The SD Framework for Teaching
– The 2011-2012 Teacher Standards Pilot Districts
– The 2012 Teacher Evaluation Workgroup
– The SD Commission of Teaching and Learning
– The 2013-2014 Teacher Effectiveness Pilot participants
– The 2013-2014 Principal Effectiveness Pilot participants
– The University of South Dakota
More History…
• Evaluations prior to 2010
• Teacher evaluation and NCLB waiver
• SD Teacher Effectiveness Model: 2 parts
– Professional practice (SD Framework for
Teaching)
– Student Growth
• How does it all fit together?
SLO PROCESS
CHUNK 1
Objectives of Teacher Evaluation
1. The purpose of the teacher evaluation is to continually improve instruction
and student learning.
2. The evaluation process encourages professional teacher‐administrator
relationships as a basis for structuring meaningful, in‐depth dialogue
focused on student learning.
3. The evaluation process uses multiple measures of teaching practice and
student growth to meaningfully differentiate teacher performance.
4. The evaluation process communicates clearly defined expectations and
provides regular, timely and useful feedback that guides professional
growth for teachers.
5. The evaluation process is a fair, flexible, and research‐based mechanism to
create a culture in which data drives instructional decisions.
6. The evaluation process will be used to inform personnel decisions.
Timeline of SLOs
• Do SLOs need to be done by April 1st?
• How do we inform personnel decisions
if SLOs are not done until the end of the
year?
Determining Teacher Effectiveness
Using multiple measures of professional practice and student learning
South Dakota Framework for Teaching
Student Growth
Domain 1
Domain 2
Domain 3
Domain 4
SLOs
Planning and
Preparation
Classroom
Environment
Instruction
Professional
Responsibilities
State Assessments
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
(as one measure if available)
District Assessments
Evaluator-Approved
Assessments
• At Least 8 Components Chosen Based on District or School Priorities
Professional Practice Rating
Growth Rating
Summative Rating Matrix
Professional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Differentiated Performance Categories
Below Expectations
Meets Expectations
Exceeds Expectations
Determining Teacher Effectiveness
Using multiple measures of professional practice and student learning
South Dakota Framework for Teaching
Student Growth
Domain 1
Domain 2
Domain 3
Domain 4
SLOs
Planning and
Preparation
Classroom
Environment
Instruction
Professional
Responsibilities
State Assessments
• Classroom Observations and Evidence of Effective Practice
• Components from Each of the 4 Domains
(as one measure if available)
District Assessments
Evaluator-Approved
Assessments
• At Least 8 Components Chosen Based on District or School Priorities
Professional Practice Rating
Growth Rating
Summative Rating Matrix
Professional Oversight: Is the rating fair and accurate based on the evidence
and data shared by the teacher
Differentiated Performance Categories
Below Expectations
Meets Expectations
Exceeds Expectations
Summative Scoring Matrix
Summative Teacher Effectiveness Rating Categories
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Judgment
Rating Subject
✪ to Review
Teacher A
Summative Teacher Effectiveness Rating Categories
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Judgment
Rating Subject
✪ to Review
Teacher B
Judgment
Rating Subject
to Review
Summative Teacher Effectiveness Rating Categories
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Judgment
Rating Subject
✪ to Review
Teacher C
Judgment
Rating Subject
to Review
Summative Teacher Effectiveness Rating Categories
Below
Expectations
Meets
Expectations
Exceeds
Expectations
Judgment
Rating Subject
✪ to Review
Judgment?
Multiple Measures
• Domain 1
Professional • Domain 2
Practice
• Domain 3
• Domain 4
Student
Growth
• Student Learning
Objectives
• Assessment Data
Principal Effectiveness
DETERMINING PRINCIPAL EFFECTIVENESS
Using multiple measures of professional practice and student growth
SOUTH DAKOTA FRAMEWORK FOR EFFECTIVE PRINCIPALS
DOMAIN 1
DOMAIN 2
DOMAIN 3
DOMAIN 4
Vision & goals
Instructional
leadership
School operations
& resources
School, student &
staff safety
DOMAIN 5
School and
community
relationships
DOMAIN 6
Ethical & cultural
leadership
STUDENT GROWTH
SLOs
State Accountability Data (AMO, SPI
as one measure where available)
District Assessments
School observation and evidence of effective practice
Percentage of teachers meeting
SLOs
Evaluator–approved
measures
Components from each of the 6 domains
At least 8 components chosen based on school or district priorities
PROFESSIONAL PRACTICES RATING
GROWTH RATING
SUMMATIVE RATING MATRIX
PROFESSIONAL OVERSIGHT: Is the rating fair and accurate based on the evidence and data shared by the principal?
DIFFERENTIATED PERFORMANCE CATEGORIES
Below Expectations
Meets Expectations
Above Expectations
An Introduction to the 2013-14 Principal
Effectiveness Pilot Project
25
Let’s Define It!
Student Growth
Student Learning Objective
Student growth is defined as a
positive change in student
achievement between two or
more points in time. Using a
measure of student growth – as
opposed to using student
achievement results from a
single test delivered at a single
point in time – is more
reflective of the impact an
individual teacher has on
student learning.
A Student Learning Objective is a
teacher-‐driven goal or set of goals
that establish expectations for
student academic growth over a
period of time. The specific, rigorous,
realistic and measurable goal(s) must
be based on baseline data and
represent the most important
learning that needs to occur during
the instructional period. SLOs are
aligned to applicable Common Core,
state or national standards.
A minimum of 1 SLO per
teacher is required.
(a) Provides instruction to any grade, kindergarten through grade
twelve, or ungraded class or who teaches in an environment
other than a classroom setting;
(b) Maintains daily student records;
(c) Has completed an approved teacher education program at an
accredited institution or completed an alternative certification
program;
(d) Has been issued a South Dakota certificate; and
(e) Is not serving as a principal, assistant principal, superintendent,
or assistant superintendent.
SLO’s: Like Walking Up A Staircase…
SLO COMPLETE
Progress Update
Daily Learning Outcomes/targets
Vocabulary Check
•
•
•
•
•
Student Learning Objective
Student Learning Target/Outcome
Baseline Assessment
Progress Update
Summative Assessment
Sample Growth Goal
For the 2013-14 school year, 90% of
my students will make the end of the
year benchmark as measured by the
DIBELS Next and DAZE assessments.
This example is the end
result of working through
the SLO process.
SLO Process Guide
• Flexible
• Timeline, amount of growth, type,
assessment
•
•
•
•
Between Teacher and Evaluator
Collaborative
Reflect Best Practice
Focused
Chunking today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine the quality of an SLO Quality
Checklist.
Our Training SLO
4
I know the definition of an SLO
3
2
1
By the end of the day all participants
will show growth, and 80% of our
intensive (no tools, no clue) will grow
at least one level as measured by 4
Corners.
I know how an SLO connects to teacher evaluation.
I know how growth ratings are calculated.
I know how to establish baseline data and determine
growth.
I understand the four steps of the SLO process.
I know the components of a SMART goal.
I can determine the quality of an SLO Quality
Checklist.
Walk, Talk, Process
Share one new thing you learned in chunk 1
SLO PROCESS
CHUNK 2
The SLO Process
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
Process Timeline
SLO
SLO Approval
Development
Fall
Aug.-Oct
Progress
Update
End of SLO
year/semest
er mtg with
evaluator
Step 1
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
Step 2
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
2. SLO Approval
• Teacher submits a completed SLO process guide to
Evaluator
• Evaluator schedules meeting with teacher
– At least one face to face meeting
– May take place during other evaluation/related meeting
• Clearly identify information needed to determine
SLO quality (SLO Checklist) including amount and
type of data
– Identify revision window if needed
• Teacher and Evaluator mutually agree on SLO and
approve
Step 3
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
3. Ongoing Communication
• Teacher describes student progress
toward the growth goal.
• If necessary, teacher will document
changes in strategy.
• If justified, teacher will describe
changes to the SLO
Step 4
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
4. Prepare for Summative
• Make sure adequate time is allotted to
determine rating prior to summative
meeting.
• Teachers may consider self scoring and
reflect to guide conversation during
summative meeting
• Assessment data may be used as
evidence/artifacts for SD Framework.
Chunking today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
– I can determine the quality of an SLO Quality
Checklist.
Walk, Talk, Process
Find a new partner!
A: Summarize the first two steps
B: Summarize the last two steps
Chunk # 3
WHAT’S MY
ROLE IN THE
SLO
PROCESS?
The SLO Process
SLO
Development
SLO Process Guide
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
UNDERSTANDING THE
SLO PROCESS GUIDE
Open Blank Process Guide
Take a
couple
minutes
to look at
every
page of
the
process
guide.
On a Side Note…
• Each piece of the process guide
would be appropriate artifacts for
the SD Framework for Teaching
• This process guide
could be uploaded by
teachers into
Teachscape Reflect
Prioritizing Learning Content
Pre-test
Last years end of
year data
Statewide summative
data
Other…
Trend data
District
assessment
data
Data Trends
• When do your teachers have the
opportunity to:
– Identify trends of data
– Identify school areas of need
– Identify students’ areas of need
• Are the resources/time currently
provided adequate?
Prioritizing Learning Content
What are the types of data your teachers
can use to prioritize learning content?
How will you help teachers determine the most
important learning that needs to occur?
How will you ensure that prioritized learning is
aligned to content standards?
Identify Student Population
What will effect the
most students?
Know your kids!
Learning
disabilities
Behavior
Issues?
ELL?
Identify Student Population
Teachers should provide a comprehensive
description of their class, group, student
population.
Note: Teachers are required to write 1 SLO.
Guiding Question:
Explain how you selected the target population (class,
group, grade level) for your SLO?
Is there data to support your decision?
What other types of learning goals are your teachers
already setting…can SLOs align to those goals?
Interval of Instruction
The School
Year?
How long will you
measure the growth?
Other?
A Semester
Class?
9 weeks?
Interval of Instruction
Guiding Question: Have you provided enough
time for you students to master the learning?
Analyze Data &
Develop Baseline
State the
scores.
These scores are
expected to be low!
Bring in multiple
measures if possible.
Where are
my
students
starting?
Name the
assessments
used.
Analyze Data &
Develop Baseline
Guiding Questions:
• How did you select/develop your baseline assessment?
• How do your baseline assessment and post-assessment
compare?
Less Common
More Common
“More Common” = More Widely Used
STATE MANDATED ASSESSMENTS
This category includes assessments mandated for use statewide and includes assessments
required by state and federal law.
Examples: Smarter Balanced Assessment, Dakota Step Science Assessment (or the staterequired science assessment)
COMMON STATE AND DISTRICT ASSESSMENTS
This category includes assessments not mandated for state use but are widely used by
several districts and schools. Assessments in this category include commercially available
assessments, district-developed pre- and post-tests or course-level assessments.
Assessments could also take the form of established rubric-scored performance-based
assessments.
Examples: Assessments available through the South Dakota Assessment Portal, End-ofCourse Exams, Write-to-Learn, WIDA-Access Placement Test (English-Language learners),
National Career Readiness Certificate, DIBELS, AP Exams, STARS reading/math, MAPS, AIMS
Web, CTE Performance Contests/Judging.
TEACHER-DEVELOPED ASSESSMENTS
This category of assessments includes classroom assessments used by a single course for a
particular teacher.
Select or Develop an
Assessment
After looking
at all data –
choose one
assessment
for your SLO.
Where did you get the
assessment?
How does this assessment
connect to the content?
Select or Develop an
Assessment
Guiding Questions:
• Describe how the goal attainment will be measured.
• Is your assessment aligned to priority content & standards?
• Does your assessment measure what it was designed to measure?
• Does your assessment produce an accurate and consistent picture
of what students know & do?
• Can you administer/score your assessment in a timely fashion?
Types of Assessment
to Consider
•
•
•
•
•
•
•
•
•
Rubrics
Performance assessment
Checklists
Conferencing
Student work samples
Star Reading/Math
Curriculum materials
Portfolios
State or national
assessments
Any others???
•
•
•
•
•
•
•
•
End of course exams
District assessments
Teacher created
Semester tests
AR Reading/Math
Pre ACT
AIMS web
DIBELS
The SMART Process
A Format for Developing SLOs
S
M
A
R
T
Specific
Measurable
Appropriate
Realistic &
Rigorous
Time-bound
The goal
addresses
student
needs within
the content.
An
appropriate
instrument or
measure is
selected to
assess the
goal.
The goal is
standardsbased,
needsfocused (and
directly
addresses all
students)
The goal is
attainable
and stretches
student
learning.
The goal is
contained to
a single
school
year/course.
(Smart) Specific
• Does the SLO state exactly what
learning content needs to be addressed
and the specific standards to which the
learning content relates?
• Is the learning content aligned to
Common Core State Standards, state
content standards or credible national
standards?
(sMart) Measurable
• Standards-based assessment?
• Comparable across classrooms?
• Measures are stated by increases in:
– Rate,
– Percentage,
– Number,
– Level of performance,
– Rubric standards,
– Gain Score or
– Other ways…
(smArt) Appropriate
• Was the SLO developed using baseline data
that is comparable between the beginning and
end of the instructional period?
• Is the SLO directly related to a teacher’s
subject, grade-level and students?
• For a Class Mastery Goal, does the goal include
all students in the class or course?
• For a Differentiated Growth Goal, does the
goal include a growth goal for all groups of
students?
(smaRt) Realistic &
Rigorous
• Does the SLO contain a growth goal
that identifies expected student
growth that stretches the outer
boundary of what is attainable?
• Is the SLO rigorous when compared
to SLOs established by teachers in
similar grades/subjects?
(smarT) Time-bound
• Does the SLO have a time frame for
accomplishing the measurable
objective?
• Is there ongoing progress monitoring
data for adjusting the learning
experience toward the goal?
• Is the data collected between 2 points
in time, as close to beginning and
ending of course as possible?
REMEMBER:
The Smart Goal
is
Component of the
entire
SLO
.
REMEMBER…
It is the
Growth Goal in
the Process Guide.
one
Walk, Talk, Process
Find a new partner!
A: Types of assessments
B: SMART goals
Growth Goals
Based on quality baseline data and educatordetermined definition of mastery. Goal is structured
based on percent of students attaining mastery.
Class
Mastery
Establishes tiered expectations for student growth for
groups of students. The educators define what growth
looks like for each group of students.
Differentiate
d Growth
Teams of teachers agree to work collaboratively and
share responsibility for student learning for a content
area, grade level or school.
Shared
Performanc
e
Growth Goal
Mastery
How far can you take
students from where
they start?
Rubric standard, gain
scores, or other….
Use the
SMART
goal
format.
Can be measured
using rate,
percentage,
number,
Level of
performance,
Growth Goal
Differentiated
Differentiated Growth: For the 2013-2014 school year, 80% of
intensive students will move to strategic or benchmark, 90%
strategic students will move to benchmark, and 100% of
benchmark students will improve scores within benchmark as
measured by the DIBELS Next and DAZE assessments.
Growth Goal
Shared
Performance
Shared Performance:
Classroom A: By the end of the 2013-2014 school year, 85% of
second grade students at Anywhere Elementary School will be at
benchmark as measured by the DIBELS Next and DAZE
Assessments.
Classroom B: By the end of the 2013-2014 school year, 76% of
second grade students at Anywhere Elementary School will be at
benchmark as measured by the DIBELS Next and DAZE
Assessments.
Classroom C: By the end of the 2013-2014 school year, 90% of
second grade students at Anywhere Elementary School will be at
benchmark as measured by the DIBELS Next and DAZE
Assessments.
Growth Goal
Guiding Questions:
Explain how your SLO is both rigorous and realistic?
How did you determine what type of growth goal to use?
How did you determine the growth measurement method?
Have you addressed growth for all students?
Provide Rational
How does this benefit
student learning?
Why this
goal?
Defend
your
choice!
Provide Rational
Teachers should describe alignment.
Data + standards + strategies + assessment +
student learning + student needs = ALIGNMENT
Learning Strategies
What’s the
plan for
success?
Will others
be
involved?
How will you help?
Tutor time?
Will you
use
groups?
Learning Strategies
Guiding Questions:
Do you use a variety of research based strategies that align
to the content, Webb Level, and students needs?
Are the strategies congruent with district curriculum
methodology (if identified)?
Step 2
Can meet with groups
of teachers to discuss
SLOs at one time.
Meet with
the
Sign and date!
evaluator
Explain your data and
growth plan.
Revise if
necessary
The SLO Process
SLO
Development
Answer 4 questions
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
Progress Update
On track?
How will you
know where
your kids are
at?
Same assessment?
Informal
data?
Strategy Modification
Do I need
to adjust?
Change up
instructional
strategies?
Keep on
keeping
on?
SLO Adjustment
It is NOT acceptable to adjust based on poor
professional practice.
Any reason
to change
the goal?
Did circumstances
change?
Revise if
needed.
Sign and Date
The SLO Process
SLO
Development
Answer 4 questions
Prioritize Learning Content
SLO Approval
What do I want my students to be able to
know and do?
Analyze data and develop baselines
Where are my students starting?
Ongoing
Communication
Prepare for
Summative
Select or develop an assessment
What assessments are available?
Write growth goal
What can I expect my students to achieve?
Teacher Student Growth
Rating
PERFORMANCE
CATEGORY
DESCRIPTION
Low
Less than 65% goal attainment
Expected 65% to 85% goal attainment
High
86% to 100% percent attainment
Scores for 90% Goal
• Sample SLO: At the end of the term, all students
will show measurable progress in HS Chemistry as
shown by the American Chemical Society National
High School Final Exam. 90% of all students will
obtain a score of 26 or better on the exam. (26 is
considered average).
Low
Less than 65% goal attainment (Less than 59%)
Expected
65% to 85% goal attainment (59% - 76%)
High
86% to 100% percent attainment (77% - 90%)
Scores for 90% Goal
• Sample SLO: At the end of the term, all students
will show measurable progress in HS Chemistry as
shown by the American Chemical Society National
High School Final Exam. 70% of all students will
obtain a score of 26 or better on the exam. (26 is
considered average).
Low
Less than 65% goal attainment (Less than 46%)
Expected
65% to 85% goal attainment (46% - 59%)
High
86% to 100% percent attainment (60% - 70%)
Step 4
For the 2013-2014 school year, I can expect measurable growth for all of my
students in fiction/non fiction stories/texts. 80% of my students will be at
benchmark as measured by the DIBELS Next and DAZE assessments.
For example: For 80%
growth – use the
formula.
High growth is 86-100%
of your goal
Calculate scores
Low growth is
less than 65%
Expected
growth is
65 – 85%
High Growth
Even though she
wanted 80% - her
average was 79%.
Don’t forget to
celebrate!
This
teacher
made high
growth!
The high growth
range for 80% is 6980%
Professional Growth
What needs to change
for next year?
Were my teachers given
enough guidance and support
to be successful?
Will my practices
change as a result
of my staff using
this process?
Principal Student
Growth Rating
PERFORMANCE
CATEGORY
DESCRIPTION
Low
Less than 80% of teachers earned
expected growth
Expected
80-90% of teachers earned expected
growth
High
91-100% of teachers earned expected
growth
Principals: Student Growth Rating
AMO
Or
SPI
SLOs
Schools will not be measured using AMO or SPI until baseline state data is established.
Accountability
• District will still need to report at
the aggregate level.
• Not in the SPI index
• Districts will be accountable
through the state accreditation
process.
Chunking today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
- I can determine the quality of an SLO Quality
Checklist.
Walk, Talk, Process
What might be the benefits of
implementing SLOs in your building?
Chunk # 4
PEER REVIEW
Peer Review
• Pull out your SLO Quality Checklist
• Read it closely
• Develop at least 1:
– Question
– Comment
– Observation
Your Task
•
•
•
•
With an elbow partner
Partner A: Open your SLO Sample Folder
Partner B: Keep Checklist open
Read your sample closely and use the SLO
Checklist to assess the quality
• When complete, select a new sample, repeat
process
Large Group Share
Parking Lot Activity
• Are there any
post its left?
• Does anyone
have a post it
they can
answer?
Chunking today
– I know the definition of an SLO.
– I know how SLOs connect to teacher evaluation.
– I understand the 4 steps of the SLO process.
– I know the components of a SMART goal.
– I know how growth ratings are calculated.
- I can determine the quality of an SLO based on the
Quality Checklist.
Objectives of Teacher Evaluation
1. The purpose of the teacher evaluation is to continually improve instruction
and student learning.
2. The evaluation process encourages professional teacher‐administrator
relationships as a basis for structuring meaningful, in‐depth dialogue
focused on student learning.
3. The evaluation process uses multiple measures of teaching practice and
student growth to meaningfully differentiate teacher performance.
4. The evaluation process communicates clearly defined expectations and
provides regular, timely and useful feedback that guides professional
growth for teachers.
5. The evaluation process is a fair, flexible, and research‐based mechanism to
create a culture in which data drives instructional decisions.
6. The evaluation process will be used to inform personnel decisions.
?
Let’s
4 CORNERS!
4 Corners
1. I know the definition of an SLO.
2. I know how an SLO connects to teacher
evaluation.
3. I know how growth ratings are calculated.
4. I know how to establish baseline data and
determine growth.
5. I understand the four steps of the SLO
process.
6. I know the components of a SMART goal.
7. I can determine the quality of an SLO based on the
SLO Quality Checklist.
Did we meet our SLO?
By the end of the day all participants will
show growth, and 80% of our intensive (no
tools, no clue) will grow at least one level as
measured by 4 Corners.
CLOSURE
Pat Hubert, Dianna Tyler,
Melanie Hurley & Janeen Outka