STUDENT LEARNING OBJECTIVES (SLOs)

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Orientation Module

Goal

Design ● Build ● Review student learning objectives (SLOs) for

use in guiding instruction and determining student mastery

and/or growth as part of Pennsylvania’s teacher effectiveness

system.

Participants will:

1. Review each component used in the SLO process, including

the role of high-quality performance measures.

2. Examine tools and techniques available to teachers and

principals.

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Goal & Objectives

Videos

• Describe the procedures within each of the three phases

(i.e., Design, Build, & Review)

Guides

• Provide examples and information about a process

Templates

• Assist in developing customized material

“Other Stuff”

• Supplements the core training materials

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Tool Organization

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Outline of the Orientation Module

Orientation

Build

Design

SLO Process Components

Review

ALS Techniques

PDE’s Definition: A process to document a measure of educator effectiveness based on student achievement of content standards.

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Student Learning Objective

Assessment Literacy

• Technical and operational understanding of the assessment “life

cycle”, including the critical examination of statistic evidence.

Goal Statement

• Narrative articulating the “big idea” upon which the SLO is

based.

Standards

• Targeted content standards used in developing SLOs; The

foundation by which performance measures are created.

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Terminology

Rationale Statement

• Narrative providing reasons why the Goal Statement and

the aligned Standards addressing important learning.

Blueprints

• Used to visually depict the relationship among key SLO

components.

Performance Indicators

• A description of the expected level of achievement for each

student in the SLO population.

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Additional Details (cont.)

Teacher Expectations-Level

• Four levels of projected performance regarding the PI,

reflecting a continuum established by the educator prior to

the evaluation period.

• Each performance level (i.e., Failing, Needs Improvement,

Proficient, and Distinguished)

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Additional Details (cont.)

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SLO Process Components

Guiding Principles

SLOs should: 1. Represent student performance in a specific course/content taught

by the educator.

2. Align to a targeted set of content standards that represent the

depth and breadth of the goal statement.

3. Contain results from only high-quality performance measures

collected in an equitable, verifiable, and standardized manner.

4. Use metrics based upon two time-bound events/data collection

periods and/or summative performance with defined levels

achievement.

5. Include a performance indicators linked to performance measures.

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The SLO process contains three (3) action

components:

1. Design (ing): thinking, conceptualizing,

organizing, discussing, researching

2. Build (ing): selecting, developing, sharing,

completing

3. Review (ing): refining, checking, updating,

editing, testing, finalizing

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SLO Process Components

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SLO Process Components DESIGN

• Thinking about what content standards to measure

• Organizing standards and measures • Discussing with colleagues collective

goals • Researching what is needed for a high

quality SLO

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SLO Process Components BUILD

• Selecting the performance measure(s) • Developing targets and expectations • Completing the template • Sharing the draft materials with other

colleagues

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SLO Process Components REVIEW

• Checking the drafted SLO (including the performance measures for quality

• Refining measures and targets • Editing text and preparing discussion

points/highlights for principal • Finalizing materials • Updating completed SLOs with performance

data

The Orientation Module-

• Share the conceptual framework,

resources, and tools.

• Discuss the components and guiding

principles used in creating student

learning objectives.

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Summary