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: [email protected]
*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: [email protected]
*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.