Measuring Educator
Effectiveness
for Music Teachers
A Pennsylvania Perspective
Created by O David Deitz for 2012-2013 PMEA Mentoring Program Webinar Series
(there are still a lot of questions to
be asked and answered!)
Big Idea:
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(B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL
EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING
SHALL APPLY:
(1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N
OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND
TEMPORARY
PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS
SHALL GIVE
DUE CONSIDERATION TO THE FOLLOWING:
(I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE
RELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING
AREAS:
(A) PLANNING AND PREPARATION.
(B) CLASSROOM ENVIRONMENT.
(C) INSTRUCTION.
(D) PROFESSIONAL RESPONSIBILITIES.
(II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PER
CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL
EMPLOYE
OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A
CLASSROOM TEACHER
AND SHALL BE BASED UPON MULTIPLE MEASURES OF
• STUDENT ACHIEVEMENT.
Teacher Effectiveness System in Act 82 of 2012
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level Data
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Teacher Specific Data
PVAAS / Growth
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Elective
Data, 20%
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
5
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level Data
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Subgroups
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Observation/
Evidence,
50%
Elective Data,
35%
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local
Requirements
Student Portfolios Pursuant to Local
6
Charlotte Danielson’s
Framework for Teaching
Observation/Evidence
Four Domains
Danielson Framework Domains
22 Components
1. Planning and Preparation
50%
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Domain Focus—
Adapted from Danielson’s Framework for Teaching
Planning and
Preparation
What a teacher
knows and does in
preparation for
teaching.
Classroom
Environment
All aspects of
teaching that lead
to a culture for
learning in the
classroom.
Professional
Responsibilities
Instruction
Professional
responsibilities
and behavior in
and out of the
What a teacher does
classroom.
to engage students in
learning.
8
8
Multiple Measures of Teacher Effectiveness –
Observation/Evidence and the Danielson Framework
• Classroom observations by Principal/supervisor, including
evidence that demonstrates behaviors associated with
improving student achievement:
– Planning and preparation, including selecting standards-based
lesson goals and designing effective instruction and assessment;
– Classroom environment, including establishing a culture for
learning and appropriate classroom management techniques
that maximize instructional time;
– Instruction, including the use of research-based strategies which
engage students in meaningful learning and utilize assessment
results to make decisions abut student needs; and
– Professional responsibilities, including using systems for
managing student data and communicating with student families
9
The Framework for Teaching
Domain 1: Planning and Preparation
a. Demonstrating Knowledge of Content and
Pedagogy
b. Demonstrating Knowledge of Students
c. Setting Instructional Outcomes
d. Demonstrating Knowledge of Resources
e. Designing Coherent Instruction
f. Designing Student Assessments
Domain 4: Professional
Responsibilities
a. Reflecting on Teaching
b. Maintaining Accurate Records
c. Communicating with Families
d. Participating in a Professional Community
e. Growing and Developing Professionally
f. Showing Professionalism
10
The Framework for Teaching Charlotte Danielson
Domain 2: The Classroom
Environment
a. Creating an Environment of Respect and
Rapport
b. Establishing a Culture for Learning
c. Managing Classroom Procedures
d. Managing Student Behavior
e. Organizing Physical Space
Domain 3: Instruction
a. Communicating With Students
b. Using Questioning and Discussion
Techniques
c. Engaging Students in Learning
d. Using Assessment in Instruction
e. Demonstrating Flexibility and
Responsiveness
10
Danielson Framework, Domain 3: Instruction
Component
1. Failing
3a:
Communicating
with students
Expectations for
learning, directions and
procedures, and
explanations of content
are unclear or
confusing to students.
Teacher’s use of
language contains
errors or is
inappropriate to
students’ cultures or
levels of development
Expectations for learning,
directions and procedures, and
explanations of content are
Teacher’s questions are
Some of the teacher’s questions
elicit a thoughtful response, but
3b: Using
questioning
and discussion
techniques
low-level or
inappropriate,
eliciting limited
student
participation, and
recitation rather than
discussion.
2. Needs Improvement
clarified after initial
confusion; teacher’s use of
language is correct but may
not be completely
appropriate to students’
cultures or levels of
development.
most are low-level, posed in
rapid succession. Teacher’s
attempts to engage all
students in the discussions are
only partially successful.
3. Proficient
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Communications are
appropriate to
students’ cultures and
levels of development.
Most of the teacher’s
questions elicit a
thoughtful response,
and the teacher allows
sufficient time for
students to answer.
The students are
engaged and
participate in the
discussion, with the
teacher stepping aside
when appropriate.
4. Distinguished
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Teacher’s oral and
written communication is
clear and expressive,
appropriate to
students’ cultures and
levels of development,
and anticipates
possible student
misconceptions.
Questions reflect high
expectations and are
culturally and
developmentally
appropriate.
Students formulate
many of the highlevel questions and
ensure that all voices
are heard.
11
Building Level Data
•Building Level Data
• PSSA Achievement
Building Level Data
Achievement
• PVAAS GrowthPSSA
PVAAS Growth
Graduation Rate
• Graduation Rate
Promotion Rate
Attendance Rate
AP Course Participation
• Promotion Rate
SAT/PSAT
• Attendance Rate
• AP Course Participation
• SAT/PSAT
15 %
Teacher Specific/Elective Data
Teacher Specific Data
PSSA Achievement
PVAAS Growth
IEP Growth
Locally Developed District Rubrics
Elective Data/SLOs
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
For MUSIC: Elective
15%
20%
35%
What are some ways to
develop evidence of student
achievement in non-tested
grades and subjects?
Three Approaches to the Challenge
Measures of Collective Performance
Other Assessments
Student Learning Objectives
Measures of Collective Performance
School-wide growth measures
(like the PA Report Card)
Standardized assessments used to
measure the performance of groups of
teachers (like program evaluation)
Other Assessments
Standardized end of course assessments,
formative-benchmark-unit assessments
Teacher-developed assessments of
student learning or growth
Student Learning Objectives
Content- and grade/course-specific measurable
learning objectives that can be used to
document student learning over a defined
period of time
Can be written to measure growth or mastery
What are other states/schools using
for non-tested grades and subjects?
Student Learning
Objectives
• NY, IN, MA, GA, UT, RI, NH,
New Haven CT, Austin TX
Other
Assessments
• FL, DE, Pittsburgh PA
Measures of
Collective
Performance
• KY, Pittsburgh PA
What is PA planning to do
?
Student Learning
Objectives with
Model Assessments
Why this approach?
The “other assessment” approach causes
narrowing of curriculum and is not financially
sustainable.
The “measures of collective performance” are
already included in the formula (required by
Race to the Top) and do not offer NTGS
teachers an opportunity to be evaluated on
what they actually teach.
SLOs that don’t describe the assessment
protocol tend to lack a true learning focus.
SLO Concepts
• Student achievement can be measured in ways
that reflect authentic learning of content
standards.
• Educator effectiveness can be measured
through use of student achievement measures.
Educator Effectiveness: SLO
Measurement
of Student
Achievement
Measurement
of Educator
Effectiveness
www.education.state.pa.us
>
1. Know and understand the
Standards
• PA Standards
• Common Core Standards
• Professional/Technical
Standards
2. Assessment Tasks
• Authentic to the grade
or course
• Aligned to Standards
3. Assessment Scoring
• Can describe levels of student achievement
toward standards based learning objectives
THE PA SLO TEMPLATE & PROCESS
What it is supposed to be:
• A format to inform strong
instructional practice and
strong student achievement
• A way to measure teacher
effectiveness based on
student achievement
• An opportunity for teachers
to define, describe and
present data on student
achievement in the content
area that they teach
What it is not supposed to be:
• More paperwork for
• More
paperwork
teachers
that for
has no
teachers
that
no
meaning
or has
purpose
meaning or purpose
• More
testing
for
students
• More
testing for students
• A weak substitute for
PVAAS
or
other
• A weak substitute for
standardized
testing
PVAAS or other
data
standardized
testing data
Educator Effectiveness: SLO
PA Educator
Challenge
To develop and implement an appropriately
rigorous measure of teacher effectiveness based
on student achievement in your content area
through the use of the PA SLO Template.
www.education.state.pa.us
>
The Approach
• Provide a method for teachers to write SLOs.
• Provide a method for teachers to design
assessments appropriate to the SLO.
• Provide piloted and peer-reviewed models on the
PDE SAS website.
• Provide professional development appropriate to
SLO development.
The Methodology:
AN SLO TEMPLATE
Educator Effectiveness: SLO
STUDENT LEARNING OBJECTIVE TEMPLATE
A format to provide a measure of teacher
effectiveness based on student achievement of
content standards, as applicable to
the “Elective Data” portion of the Teacher
Effectiveness System
in Act 82 (HB 1901).
www.education.state.pa.us
>
Looking at the Components of
PA’s SLO Template
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Teacher Information
Content Area
Student Learning Objective
Data and Targets Used to Establish the SLO
Assessment/Performance Task
Administration of the Assessment/Performance Task
Evidence of Individual Student Achievement
Strategies/Actions to Achieve the SLO
Teacher Effectiveness Measure (Rating)
• Implementation Timeline
30
…one piece at a time.
1. Teacher Information
Teacher
Name
School Name
District Name
2. Content Area
Course Title or Content Area
PA Standards Subject Area
Grade Level(s)
Brief Description of the course/ content
area
Number of students per class/session
Number of minutes per class/session
Frequency of
classes/sessions
Total number of
classes/sessions
9. Teacher Effectiveness Measure
Classroom Objective
How will the aggregated scores of the “Evidence of Individual Student
Achievement” results be used to define teacher effectiveness?
Failing: few
students achieve
content mastery or
growth
Needs
Improvement:
less than a
significant
number of
students achieve
content mastery
or growth
Proficient: A
significant
number of
students achieve
content mastery
or growth
Distinguished: An
exceptional
number of
students achieve
content mastery
or growth
Grade 8 General Music
Less than 60% of students
will score 42-50 on a
minimum of 2
assessments, with scores
lower than 37 on the
other two assessments.
60%-70% of students
will score 42-50 on a
minimum of 2
assessments, with
scores lower than 37 on
the other two
assessments.
70%-84% of students
will score 42-50 on a
minimum on 2 out of
the four assessments,
and score no lower
than 37 on the other
two assessments.
85% of students will
score 42-50 on a
minimum of 3 out of
the four assessments,
and score no lower
than 37 on a fourth
assessment.
HS Instrumental Music
Mastery: Less than 50% of
students achieve
proficient or advanced
levels in 5 out of 6
components on the
second assessment.
Growth: Less than 50% of
students achieve
improved scores in at
least 2 out of 6
components, with no
decrease in scores in the
other components.
Mastery: 50% -74% of
students achieve
proficient or advanced
levels in 5 out of 6
components.
Growth: 50% -74% of
students achieve
improved scores in at
least 2 out of 6
components, with no
decrease in scores in
the other components..
Mastery: 70% -84% of
students achieve
proficient or advanced
levels in 5 out of 6
components
Growth: 70% -84% of
students achieve
improved scores in 2
out of 6 components,
with no decrease in
scores in the other
components
Mastery: 85% -100% of
students achieve
proficient or advanced
levels in 5 out of 6
components
Growth: 85% -100% of
students achieve
improved scores in 2
out of 6 components,
with no decrease in the
scores in other
components
3. SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over
a defined period of time.
Guiding Questions:
 Why is this objective important and meaningful to your
students?
Student
Learning
Objective
Sample Statements:
 Grade 8 General Music: Students will utilize musical notation
as both a performer and composer.
 HS Instrumental Music: Students develop independent
performance skills appropriate to positive musical
contribution in an instrumental performing ensemble.
3. SLO (Student Learning Objective)
Learning objectives that can be validly measured to document student learning over a
defined period of time.
Guiding Questions:
 How is your student learning objective measurable and clearly
understood by students in this grade/course?
 Based upon this objective, how will students independently
demonstrate their learning?
Sample Statements:
SLO
Rationale
 Grade 8 General Music: Students will independently demonstrate
their learning by performing individually on the piano and guitar and
by creating an individual musical composition based on the structural
designs found in the music of the classic period (1750-1825).
 HS Instrumental Music: The quality and musicality of an instrumental
ensemble is dependent on each individual as a contributor to the
collective whole. Individual assessments inform each student of
his/her progress and contribution as an independent musician.
Curriculum Framework Connection
 What are the big ideas, essential questions, concepts and competencies
(as identified by PA’s Curriculum Framework) to be measured?
www.pdesas.org
Big Ideas
Essential Questions
Statements from this section
should be cut and pasted from:
Concepts
Competencies
PA Standards
Common Core Standards
Professional/Industry Standards
4. Data and Targets Used to Establish the SLO
Guiding Questions:
 What, if any, are the course or grade prerequisites?
 What do you know about the students in this class at the
beginning of the learning process?
 What may typical and not-so-typical student progress look like on
the way to achieving the learning objective?
Sample Statements:
Student
Preparedness/
Baseline Data
 Grade 8 General Music: There are no specific prerequisites. They
will have had some instruction in music history, composition,
guitar, and keyboard in grades six and seven. Large lapses of time
between instruction periods (up to a year) will cause a need for
extensive review of concepts and competencies previously
experienced. Most students will be successful at manipulating
the instruments and writing music notation. Some students will
struggle with conceptualizing ideas regarding music composition.
A pretest of retained knowledge of music notation is
administered on the first day of the course to inform instruction.
4. Data and Targets Used to Establish the SLO
Guiding Questions:
 What is the expected outcome or goal by the end of the designated
instructional period (i.e., year, semester, course length, etc.)?
 Using student baseline data, are differentiated targets/goals needed? If
yes, what are those targets/goals?
 Are the targets ambitious yet realistic, and how will you monitor progress
along the way?
Targets
Sample Statements:
 HS Instrumental Music: Each student will demonstrate an ability to perform
his/her instrumental part independently in an unaccompanied setting,
exhibiting mastery and/or growth in such components as tone quality,
intonation, rhythm, musicality, and technique appropriate to the student’s
specific instrument.
5. Assessment/Performance Task
Name of the
Assessment/
Performance
Task
Sample Statements:
 Grade 8 General Music:
Classical Time Period Assessment
Composition Assessment
Keyboard Performance Assessment
Guitar Performance Assessment
 HS Instrumental Music:
HS Instrumental Music-Individual Student Performance
5. Assessment/Performance Task
Description
of the
Assessment/
Performance
Task
Guiding Questions:
 Who is the developer of the assessments/performance task used (e.g.,
teacher-made, district-developed, commercial, etc.)?
 What is a description of the assessment/performance task that will be used
to measure the student learning objective (SLO)?
 Are there any products or artifacts that will be gathered as part of the data
collection process?
Sample Statements:
HS Instrumental Music: Individual Performance Assessments (IPA):
The IPA will occur two times during the year, near the mid-point of the
first and fourth marking periods. Students will usually submit the
assessment electronically, a variety of submission formats will be
available.. Material for this assessment will be drawn from both scales
and ensemble music currently being rehearsed in class. Specific
technical exercises taught and rehearsed in class may be included as
well.
IPA Requirements, First Marking Period 2012
Wind Symphony
Educator Effectiveness: SLO
Growth or Mastery
Does this assessment/
performance task align
with the student
achievement goals for
the SLO?
Check one:
Growth (change in student achievement
across two or more points in time)
Mastery (attainment of a defined level of
achievement)
Growth and Mastery
www.education.state.pa.us
>
6. Administration of the Assessment/Performance Task
Frequency of
Assessment/
Performance
Task
Administration
Guiding Questions:
 How often and when is this assessment/performance task
administered?
 If measuring growth, are multiple assessment windows in place?
Sample Statements:
 Grade 8 General Music: Each of the four project assessments is
administered once throughout the course. Formative assessments
are inherent in the instructional design. A pretest is administered
on the first day of class that assesses prior knowledge applicable
to the composition and keyboard assessments.
 HS Instrumental Music: Students will be assessed at the midpoint
of the first and fourth quarters.
6. Administration of the Assessment/Performance Task
Guiding Questions:
 What unique or specific equipment, technologies, or resources are
needed to complete this assessment/performance task?
Resources
Required
Sample Statements:
 Grade 8 General Music: Keyboards, guitars, audio-playback
equipment.
 HS Instrumental Music: Video/audio recording technology and/or
methodologies for students to create online submissions that will
require computers and appropriate software.
6. Administration of the Assessment/Performance Task
All Classes: IEP and 504 accommodations will be implemented.
Adaptations for
Diverse
Learners
and/or
Students with
Disabilities
Guiding Questions:
 What assessment/performance task adaptations are needed to
assist diverse learners and/or students with disabilities?
Sample Statements:
Grade 8 General Music: Students struggling with keyboard or guitar
playing skills can perform simple chord structures.
Students can use a computer notation program to create the
composition.
HS Instrumental Music: IEP adaptations are made (additional time
allotted, alternative print formats, teacher-directed instruction to
help students feel more comfortable about being assessed
individually, etc.)
6. Administration of the Assessment/Performance Task
Most Classes: The assessments can be administered by an equivalent peer.
Some Classes: Student use of equipment needed to complete the authentic
assessment could be monitored by an equivalent peer, but should probably be
monitored by the class instructor (i.e. athletic, career tech, chemistry, biology
equipment).
Personnel
Guiding Questions:
 Can this assessment/performance task be administered by an
equivalent peer (educator in a similar content area)? If not, please
explain.
 Does a district policy exist with regard to assessment/performance task
administration?
Sample Statements:
An equivalent peer can administer this assessment. Many students will selfadminister this assessment.
7. Evidence of Student Achievement
Rubrics/
Scoring
Scales
Guiding Questions:
 How will individual student growth or mastery be determined (defined
and scored) using this assessment/performance task? Include the
specific rubric/scoring scale that will be used.
 Does the rubric and/or scoring scale correlate with the
assessment/performance task?
Sample Statements:
 HS Instrumental Music:
See next slide………….
OR LOOK AT SCOTT SHEEHAN’S PMEA WEBINAR PRESENTATION
7. Evidence of Student Achievement
Category
Advanced
10-9
Tone quality is controlled,
full, rich, and characteristic
in all registers
Proficient
8-7
Tone quality is
characteristic in the
normal playing range of
the instrument, but
distorts in a few
passages or extreme
registers (occasional
lapses of control), these
lapses rarely hinder the
performance.
Basic
6-5
Tone quality exhibits some
flaws in production in the
normal range of the
instrument, extreme
registers are usually
uncontrolled, tone quality
occasionally detracts from
performance.
Below Basic
4-0
Tone quality has significant
flaws in basic production in
all registers of the
instrument and consistently
detracts from the
performance.
Intonation
Intonation is accurate in all
ranges and registers
Intonation is mostly
accurate; the few
problem pitches are
adjusted to an
acceptable standard
during the performance.
Intonation is somewhat
accurate but consistently
includes out-of-tune notes;
these inaccuracies
occasionally detract from
the performance.
Intonation is consistently
inaccurate and hinders the
quality of performance.
Rhythmic
Accuracy
Rhythms are accurate and
precise throughout the
performance.
Rhythms are nearly
accurate; occasionally,
rhythms lack precise
interpretation.
Most rhythm patterns are
accurate, but errors in
precision are present and
occasionally detract from
the performance.
Many rhythms performed
incorrectly or inconsistently,
major errors are present
and detract from the
performance.
Pitch
Accuracy
(melodic
accuracy)
Pitches are consistently
correct.
Occasional incorrect
pitches are played, but
do not detract from the
performance
Most pitches are correct,
but errors are present and
occasionally detract from
the performance.
Many pitches are performed
incorrectly; this inaccuracy
consistently seriously
hinders the performance.
Tone Quality
7. Evidence of Student Achievement
Guiding Questions:
 In what format will data be collected (e.g., database, graphed,
portfolio, etc.)
 Is a pre-post test being used? (If so, please describe.)
 How frequently will data be collected?
Data
Collection
Scores from the rubric will be collected on a database. Data will be
collected at the mid-point of the first and fourth marking periods.
7. Evidence of Student Achievement
Scoring
Student
Progress/
Preparation
Guiding Questions:
 How was baseline data collected? (If baseline data was not
collected, please explain.)
 Can baseline data be compared with the results of this
assessment/performance task?
Sample Statements:
 Grade 8 General Music: Baseline data is collected through a pretest
of retained knowledge; there is no assessment of authentic skills
prior to instruction.
 HS Instrumental Music: Scoring from the first marking period
assessment will be used as baseline data for describing growth.
Scoring from the fourth marking period assessment will be used to
describe growth and/or mastery.
7. Evidence of Student Achievement
Guiding Questions:
 What evidence will be presented to principal/evaluator to support
the teacher effectiveness measure?
 How will data be presented to the principal/evaluator (e.g.,
database, graphed, portfolio, individual student artifacts, etc.)?
Data
Presentation
Sample Statements:
 Grade 8 General Music: Evidence will be presented through
aggregated scores from the database.
 HS Instrumental Music: An ipad database program created by the
teacher will be used to present scoring information.
7. Evidence of Student Achievement
All Grades and Courses: The assessment can be scored by an equivalent peer.
All Grades and Courses: The assessment is a commercially produced assessment
that has a history of validity and reliability.
Data Analysis
and
Interpretation
Guiding Questions:
 How can the assessment/performance task results be
interpreted in the same way across equivalent peers?
 Is there a reliable and valid scoring and interpretive process (i.e.,
state developed, district-based, commercial, standardized, etc.)
that is associated with the assessment/performance task? If so,
please describe.
Sample Statements:
 An equivalent peer can use the rubrics to assess the projects.
8. Strategies/Actions to Achieve the SLO
Guiding Questions:
 What formative assessment information lets you know if your
instructional practices will lead to successful completion of the SLO?
Assessment
for Learning
Sample Statements:
 Grade 8 General Music: Rubric will be provided to the students as a
part of progress monitoring throughout the instructional period.
 HS Instrumental Music: Interim formative assessments during group
lessons will be used to focus instruction toward successful
completion of the SLO.
8. Strategies/Actions to Achieve the SLO
Guiding Questions:
 Based upon reflection, what instructional practices would you like to
change or strengthen?
 What professional learning and/or other type of support will help you
to achieve this SLO?
Alignment
Sample Statements:
with the
Danielson  Grade 8 General Music: Based on the formative assessment
information provided by student composition and performance tasks,
Framework
students will be provided with supplemental materials to either
for
address music reading difficulties or enhance current abilities to go
Teaching
beyond the targets. (Danielson 3E)
 HS Instrumental Music: Based on weekly formative performance
assessments, student seating within the band will be uniquely
rearranged periodically to provide students the opportunity to develop
higher levels of performance independence. (Danielson 2 E)
Educator Effectiveness: SLO
SLO Resources
http://nassauboces.org/Page/1667
http://www.riseindiana.org/sites/default/files/files/RISE%201.0/Student%20Learning%
20Objectives%20Handbook%201%200%20FINAL.pdf
http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/SLO.aspx
http://www.gadoe.org/School-Improvement/Teacher-and-LeaderEffectiveness/Documents/SLO%20Manual.pdf
Assessment Development Resource:
beta.ctcurriculum.org
The Elective Portion of PA’s Educator Effectiveness Design
Student Learning Objectives: Understanding and
Completing the SLO Template
An Instructional Webinar
Link:
http://vclass.cciu.org/play_recording.html?recordingId=1
249208167245_1348758027178
Educator Effectiveness: SLO
Contact:
O. David Deitz
SLO Project Lead, Educator Effectiveness
oddeitz@comcast.net
THANK YOU!