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Student Learning Objectives
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Implementing High Quality Student Learning Objectives:The Promise and the Challenge
Maryland Association of Secondary School PrincipalsMarch 2014
Maryland’s Vision for Education Reform
Revise the PreK-12 Maryland State
Curriculum
Redesign Teacher & Principal
Preparation, Development, Retention, and Evaluation
Build a Statewide Technology
Infrastructure
Implement the Breakthrough Center
Approach
WORLD CLASS STUDENTS
Elementary/Middle School Principals
20% MSA Lag Measure as determined by 10 % Reading MSA and 10% Math MSA 10% School Progress Index10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level
State Principal Evaluation ModelProfessional Practice Student Growth
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
High SchoolPrincipals
20% SLO Lag Measure as determined by 10% HSAs and 10% AP scores, SPI Indicators (Gap Reduction, College & Career Readiness, Achievement), or similar valid delayed measures 10% School Progress Index10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level
Other Principals (e.g., Special Center, PreK-2)
20% SLO Lag Measure as determined by 10% HSAs and 10% AP scores, SPI Indicators (Gap Reduction, College & Career Readiness, Achievement), or similar valid delayed measures 10% School Progress Index10% Annual SLO Measure as determined by priority identification at the district level 10% Annual SLO Measure as determined by priority identification at the school level
50% Qualitative Measures12 Domains Each 2-10%
50% Quantitative MeasuresAs defined below
Interstate School Leaders and Licensure Consortium (4)
•School Operations and Budget•Effective Communication•Influencing the School Community•Integrity, Fairness, and Ethics
oror oror
State Teacher Evaluation ModelProfessional Practice Student Growth
Planning andPreparation
12.5%
Instruction12.5%
Classroom Environment
12.5%
Professional Responsibilities
12.5%
Elementary/Middle School Teacher
Two Tested Areas
20% MSA Lag Measure based on 10% Reading and 10% Math 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level
Elementary/Middle School Teacher One Tested Area
20% MSA Lag Measure based on either 20% Math or 20% Reading15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level
K-12 Non-Tested Area/Subject Teachers
20% SLO Lag Measure based on School Progress Index Indicators ( Achievement, Gap Reduction, Growth, College and Career Readiness), Advanced Placement Tests, or similarly available measures15% SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level
High SchoolTeacher Tested Subjects
20% SLO Lag Measure based on HSA Algebra, HSA English 2, HSA Biology, or HSA American Government and including an HSA data point15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level
50 % Qualitative MeasuresDomain percentages proposed by LEA and approved by MSDE
oror
50 % Quantitative MeasuresAs defined below
oror oror
Evaluation
Data Analysis
Initial Conference
Professional Practice
Review:•School’s Qualitative and Quantitative Data• Principal’s Performance Rating , School’s Performance, and Information about Principal’s Leadership
Review:•Data and SLOs from Previous Evaluation Conference•Lag Data•Set Goals and Strategies Including SLOs•Determine Weight for Each Domain•Establish Professional Development Focus
Complete Evaluationand Hold Conference:•Score Professional Practice•Carry forward MSA/HSA % •Affirm Attribution•Review and Score SLOs•Complete Rating•Set new Professional Practice Goals•Discuss possible SLOs for Next Year•Review Professional Development Focus and Identify Needs
Conduct School Visits and Observations (at least 2):•Provide formal feedback•Collect Evidence of Professional Practice and Student Growth•Hold Mid-Year/Mid -Interval Conference to Review Progress Towards Goals and SLOs
Principal Evaluation Cycle
Strategies to Manage the Process?
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Strategies to Manage the Process
Use existing structures and processes to support SLO implementation:•School Improvement Planning•Professional Learning Communities•Department Chairs, Team Leaders•Student Teamings•Classroom Focused Improvement Process (CFIP)
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Strategies to Manage the Process• Utilize other personnel resources: Expert
teachers, specialists, assistant principals• “Ask 3 before me”• Team or department SLOs• Menu of choices for SLO’s – typically
determined at the district level• Integrate SLO training with other
curricular/instructional training i.e. College and Career Readiness
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A Student Learning Objective (S.L.O.) is…
Ensure evaluator accountability
1. Critical Content
2. Quality Measure
3. Rigorous Target
4. Best-Practice Action Plan
Keys to High Quality SLOs
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What guidance has been provided to assist teachers with determining
critical content?
Is the critical content for SLOs determined at the district, school
or classroom level?
Successes? Challenges?11
Questions to Consider to Determine Critical Content
1. What must students know and be able to do to go to the next level?
2. What are the larger, transferrable ideas & processes student must apply to meet the standards of the course or program?
3. What aspects of the course do your students struggle with year after year?
4. What knowledge, skills, tasks and processes are being assessed at the end of the course?
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Establish Priority of Standard
What guidance has been provided to assist teachers with selecting/developing
common assessments?
Are assessments for SLOs determined at the district, school or classroom level?
Successes? Challenges?
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Ensure evaluator accountability
1. What have you previously used to measure student performance on this content?
2. Does the measure meet district criteria?3. Is the measure aligned to the content?4. Is the measure common to other teachers in the same content? 5. Does the measure allow you to assess progress and/or proficiency?6. Is the measure rigorous?
Questions to Consider to Select Measures for SLO
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Commercially Developed and Validated Measures Aligned with the Standards
Criterion-referenced Tests, Inventories, and ScreenersDistrict common benchmark assessments, end of course
examsAuthentic Measures to Document Performance such as
Performance Assessments, Artifacts, PortfoliosSchool or Teacher-developed Approved Measures
Examples of Types of Measures/Assessments
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What guidance has been provided to assist teachers with setting
rigorous and realistic targets for SLOs?
Are targets for SLOs determined at the district, school or classroom
level?
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1. What was the past performance of current students?2.What was the past performance of previous students?3.What are district or school performance targets?4.What are the targets among teachers of the same grade or subject?
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Questions to Consider to Determine Targets
5. What is the gap between current performance and expected performance?6. What is the rationale for the rigor of the growth target? Why are these targets
AMBITIOUS and ATTAINABLE?
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Questions to Consider to Determine Targets
How have you integrated the SLO process with professional
practice?
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Questions to Consider to Determine Action Plan
• What specific instructional strategies support target attainment?
• What professional development is needed?
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This is going to be MESSY!
After 5 years of using SLOs, teachers said:
These kids are “crazy good” by the end of the year!
I can count on what students will know and be able to do when they enter my classroom each year because of our school-wide SLO focus.
I value the professional conversations I have with my principal about what I do in my classroom and why I do it.
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After 5 years of using SLOs, teachers said:
“Our team talks every day about students and their progress….we make sure we support each other in reaching our targets….we plan together, share resourcesand regroup kids when needed.”
“
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For More Information:
http://marylandpublicschools.org/MSDE/programs/tpe
Web resource includes:• Maryland Teacher and Principal Evaluation Guidebook• Sample SLOs• Templates and tools for Teachers• Templates and tools for Principals• On-Line SLO Training Modules
Contact: Liz Neal ([email protected]) Linda Burgee ([email protected])
