Student Learning Objectives: Setting Goals for Student Growth

Student Learning Objectives: Setting Goals

for Student GrowthCountywide Professional Development Day

Thursday, April 25, 2013

Seeking Answers to Your Questions

Exit tweet: add to your exit ticket today

Email: hcpssslos@gmail.com

*Twitter: @HCPSSSLOs

*Texting and data charges may apply.

SLO FAQYour questions will contribute to a Frequently

Asked Questions list on Student Learning Objectives and the Teacher Evaluation Process which is currently under development.

Session OutcomesParticipants willmake connections between SLOs and the HCPSS Teacher

Evaluation Processdeepen understanding of what SLOs areanalyze and evaluate an example of an SLOcreate a practice SLO understand the timeline for creating and implementing

SLOs for the 2013-2014 school yearbecome aware of resources available to support the writing,

implementation, and evaluation of SLOs.

Session Outcomes on Bloom’s Taxonomy

create a practice SLO

analyze and evaluate an example of an SLO

make connections between SLOs and the HCPSS Teacher Evaluation Process

deepen understanding of what SLOs are

understand the timeline for creating and implementing SLOs for the 2013-2014 school year

Teachers have more influence on

students’ achievement than any other school

variable.

(Sanders and Rivers, 1996)

Insert Screencast Here

Turn to a partner and share (choose 2)

Something that is new to youA question that was answeredSomething that validated what you knowSomething you found interestingSomething you are wondering about

HCPSS Teacher Evaluation ModelCharlotte Danielson’s Framework For Teaching and

LearningProfessional Practice (50%)

Domain 1 Planning

and Preparation

12.5%

Domain 3 Instruction

12.5%

Domain 2 Classroom

Environment

12.5%

Domain 4 Professional

Responsibilities12.5%

Literacy

• Reading

• Writing

• Speaking and Listening

•Differentiation25%/30%

Mathematical Practices

• Overarching Habits• Reasoning and Explaining• Modeling and Using Tools• Seeing Structure and Generalizing• Differentiation

25%/30%

Creative Problem Solving in Support

of MD STEM Standards of

Practice

• Understanding Challenges• Generation of Ideas• Preparation for Action• Application of Technology• Differentiation

25%/30%

Content

• Assessments• Performance-Based Tasks•Differentiation

25%/30%

Qualitative Measures

Quantitative Measures

Growth on State Assessments(As Mandated by MSDE)

20%

Domain 5Student

Growth (50%)

Formative Assessment: True of False?

Indicate your answer for each of the following statements about SLOs and the new HCPSS Teacher Evaluation Process.

True or False?1. MSA/HSA scores will be part of all teachers’ evaluation.

FALSEOnly teachers grades 4-8 who are teachers of record for

mathematics and/or English Language Arts will have MSA calculated into their overall evaluation score (20%).

Teachers of HSA assessed areas must align one of their SLOs to the HSA.

True or False?2. There are exemplars of SLOs created by the

curriculum offices.

TRUEExample SLOs can be found on the HCPSS

Transition to Common Core wiki: transitiontocommoncore.wikispaces.hcpss.org

True or False?3. All teachers must write two SLOs.

FALSEMost teachers will write two SLOs. Teachers

grades 4-8 who are teachers of record for mathematics and/or English Language Arts will write one SLO.

True or False?4. The purpose of SLOs is to set long term goals for

student learning.

TRUESLOs are long term goals based on student data,

are aligned with current curriculum standards, and are focused on student growth.

True or False?5. Multiple levels of support and training will be

available to staff for writing, implementing, and evaluating SLOs.

TRUEDifferentiated school-based and systemwide

professional learning opportunities will be made available to staff to support work with SLOs.

True or False?6. Teachers may choose team SLOs or create

individual ones.

TRUEHCPSS values the power of collaborative teams

and encourages teams to use data proactively to meet the needs of students.

True or False?7. All teachers will be evaluated on the Framework for

Teaching Domains (professional practice) and Student Growth every year.

FALSETenured teachers will be evaluated on Domains 1-4

(professional practice) every three years. Nontenured teachers will be evaluated on Domains 1-4 and Domain 5 Student Growth until tenured. All teachers will be evaluated on Domain 5: Student Growth every year.

True or False?8. SLOs are approved in consultation with your

principal.

TRUEAll teachers will have a goal setting conference

with their primary evaluator to discuss and approve SLOs.

True or False?9. HCPSS has created templates and tools to

inform and expedite the SLO writing process.

TRUEThe HCPSS Student Learning Objective template

and Guide are two examples of tools to support the SLO writing process.

True or False?10. Teachers will be asked for feedback on

enhancements and changes to the SLO writing, implementation, and evaluation process.

TRUETeacher professional growth, student learning, and

continuous improvement are at the heart of our work in HCPSS. Teacher feedback and data will be invaluable to this process.

Evaluation CycleProfessional Practice

Student Growth

Nontenured teachers Every year Every yearTenured teachers Every 3rd year Every year

Number of SLOs

Nontenured and tenured teachers grades 4-8 who are teachers of record for mathematics and/or English Language Arts

1

All other nontenured and tenured teachers

2 (aligned with 2 different Domain 5 components)

TimelineBy September 30, 2013 Set goals in collaboration

with evaluator. May be individual or team goals.

Fall Semester 2013 Demonstrate critical attributes through observation. Collect artifacts and evidence. Follow a continuous improvement process.

By January 31, 2014 Mid-Year Progress ReviewConfirm and revise goals, processes, document progress

Spring Semester 2014 End of Year Conference and EvaluationPresent documentation and reflection to evaluator.Evaluator completes evaluation and provides copy to teacher

Tools, Resources, and Supports

transitiontocommoncore.wikispaces.hcpss.org

Seeking Answers to Your Questions

Exit tweet: add to your exit ticket today

Email: hcpssslos@gmail.com

*Twitter: @HCPSSSLOs

*Texting and data charges may apply.

Work of the Breakout Groups

Analyzing SLOsPracticing SLO writing Giving and receiving feedbackFinal reflection

Choose a quote

Battelle for Kids, 2009

“If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.”

Without reliable data and

information, educators will

make inaccurate assumptions about their

instructional practices and

students’ performance. William J. Slotnik

A B

Analyzing Sample SLOsUsing the SLO Guide Questions

and highlighters, analyze the sample SLO.

ReflectionWhat do you notice?What questions do you have?What knowledge, skills. and

resources would this teacher need to effectively implement his/her SLO?

Writing a practice SLOIn your groups, collectively write an SLO. In

addition to contributing to the product, each group member should assume a role:

Facilitator Recorder Process observer Resource specialist

Combine your group with another

Share your practice SLO with another group. Give warm and cool feedback to each other

about your practice SLOs.Share your perspectives on the SLO writing

process through the lens of the role you played in your group.

Give and get feedback on your practice SLO

Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work.Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.

Exit TweetIn 140 characters or less, summarize your learning

today on an index card or post it.Don’t forget to include your questions.

Student Learning Objectives: Setting Goals

for Student GrowthCountywide Professional Development Day

Thursday, April 25, 2013

Additional SLO Activities

Analyzing an SLO At table groups, individually

write your observations, reactions, and questions about the sample SLO into your section of the placemat.

When ready, share your insights with the group and write commonalities you had into the center of the placemat

Be prepared to share your group’s insights with the larger group.

Spell it Out!: S-L-OOn your letter card, write a word or phrase

that comes to mind when you think about SLOs that begins with that letter.

Form groups of 3 so that your letters spell out “SLO.”

Share your ideas with your group.

SL

OS

LO

SLO BrainstormIn your small groups, create a visual/graphic

organizer that represents what you know about SLOs.

Be prepared to share your thinking with others.