Teacher Effectiveness and the

Student Learning Objectives Process

An update from O David DeitzConsultant, Educator Effectiveness, PDE

forWissahickon School District

5/21/13

• (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

House Bill 1901Race to the Top

Teacher Effectiveness

Building Level Data, 15%

Observation/ Evidence,

50%

Observation/EvidenceEffective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsPiloting 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Elective Data, 35%

Observation/Evidence (50%)

Charlotte Danielson’sFramework for Teaching

4 Domains, 22 ComponentsPrincipal/Evaluator Observes

6

Domain Focus— Adapted from Danielson’s Framework for Teaching

6

Planning and Preparation Classroom

Environment

Instruction

ProfessionalResponsibilities

What a teacher knows and does in

preparation for teaching. All aspects of

teaching that lead to a culture for learning in the

classroom.

Professional responsibilities and behavior in and out of the

classroom.What a teacher does to engage students in

learning.

Domain 1: Planning and Preparation(offstage)

1a Demonstrating Knowledge of Content and Pedagogy1b Demonstrating Knowledge of Students1c Setting Instructional Outcomes1d Demonstrating Knowledge of Resources1e Designing Coherent Instruction1f Designing Student Assessments

Domain 2: Classroom Environment(onstage)

2a Creating an Environment of Respect and Rapport2b Establishing a Culture for Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Organizing Physical Space

Domain 3: Instruction(onstage)

3a Communicating With Students3b Using Questioning and Discussion Techniques3c Engaging Students in Learning3d Using Assessment in Instruction3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities(offstage)

4a Reflecting on Teaching4b Maintaining Accurate Records4c Communicating with Families4d Participating in a Professional Community4e Growing and Developing Professionally4f Showing Professionalism

Danielson Framework, Domain 3: Instruction

11

Multiple Measures of

Student Achievement

1. Building Level Data (School Performance Profile)Academic Achievement, Graduation/Promotion Rate,

Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data

2. Correlation Data Based on Teacher Level MeasuresPSSA, Keystone Data

3. Elective Data (SLOs)

What is a SLO?(Student Learning Objective)

A (5)process to (4) document a

(3) measure of educator effectiveness

based on (2)student achievement of (1)content

standards. 13

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.

District Designed Measures and ExaminationsNationally Recognized Standardized Tests

Industry Certification ExaminationsStudent Projects Pursuant to Local Requirements

Student Portfolios Pursuant to Local Requirements

SLO Big IdeaWe can use student achievement on the

assessments listed below to measure teacher effectiveness.

How do we do this?

SLO Template

Page 1: Classroom Context, SLO Goal, Student Performance Indicator

Page 2: Student Performance Measure, Teacher Expectations

Refer to the SLO Template handout.

The SLO in PA is written to a specific teacher and a specific class/course/content area for

which that teacher provides instruction.

Page 1. Teacher Information, Setting• 1a-1c: Teacher Information Teacher Name School Name District Name• 1d. Class/Course Title/Content Area General Statements:

4th Gr. General Music, MS Band, 3rd Grade Art, Digital Media, Spanish 1, Foods & Nutrition, Exploring Technology, Accounting

Content Area Statements: A specific concept, unit, PSSA reported category

ELA Craft and Structure, • 1e: Grade Level

5th Grade; 9,10,11,12• 1f: Students for whom the SLO is written (and why) Statements:

60 students (3 Sections 3rdth General Music, as opposed to all 6 sections—collecting data for a sample of students as opposed to using all students)

2a. The SLO Goal Statement: What is the Important Learning (Content)?

HS Choral EnsembleStudents will demonstrate independent performance skills appropriate

to positive musical contribution in a choral performing ensemble.Exploring TechnologyStudents will demonstrate an understanding that over time, technological change has a profound influence on individuals, society, careers, and the environment8th Grade ArtStudents will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.

Page 1. SLO

2a. The SLO Goal Statement: What is the Important Learning

(Content)?Grade 5 LibraryStudents will demonstrate the ability to use online D.P.S. databases

and search engines, Britannica Elementary, Culture Grams, and Nettrekker toward support real world experiences and determining which is the best source for specific information.

Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading.

Page 1. SLO (continued)

2b. Standards selection Targeted content standards used in developing the SLO.•Arts and Humanities: 9.1, 9.2, 9.3, 9.4•Spanish 1 (World Language): ACTFL 1.1, 1.2, 1.3

2c. Rationale statementExplains why the SLO is important and how students will demonstrate

learning of the standards through this objective.Child Development (FCS)Understanding how children grow and develop will prepare individuals

and families to meet challenges associated with raising children.

Page 1. SLO (cont.)

1. Know and understand the Standardsa)PA Standardsb)National Common Core Arts Standards (new 2013)c) Professional Content Standards

2. Assessment Tasks Authentic to the grade or courseAligned to Standards

3. Assessment ScoringCan describe levels of student achievement

toward standards based learning

Page 1 cont. – Student Performance Expectations

3: Performance Indicator

Describes individual student performance expectation

a. What performance measure(s) –tests, assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures?

b. What’s the expected achievement level for asubset population? (IEP, ELL, students who did not do well on a pre-test, etc.)

Performance Indicator Statement

HS ChoralIndividual Vocal Assessment Task (one of multiple tasks)Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.Accounting1. Journalizing and Posting Transactions Task: score a minimum of 85%2. End of Fiscal Period Task : score a minimum of 85%3. Unit 1 Audit Test: score a minimum of 85%4. Unit 2 Audit Test: score a minimum of 85%8th Grade ArtMood Portrait Rubric (one of multiple tasks)Students will achieve Advanced or Proficient on all four criteria in the scoring rubric.

Page 1 cont. – Student Performance Expectations

3: Performance IndicatorDescribes individual student performance expectation

b) Are there different expectations for a subset population of students?

c) Are the performance measures linked? (Must an individual student demonstrate proficiency on all measures to be described as proficient?)

d) Should some performances measures count more because they address standards that are addressed more in this course of study?

Page 2. Student Performance Measure

What’s the Test?4a: What are the names of the performance measures?

4.b: Who created them?4c: How do they relate to the learning objective?

Are they appropriately rigorous? (Webb’s Depth of Knowledge)

4d. Will the performance measure show growth over time or achievement of the learning standards, or both??

4e: How often is the test given?4f: Will certain populations need any accommodations to complete the performance

measures?4g. Are any unique resources (or purchased materials) needed to implement the

performance measures?4h: What are the scoring tools? (test keys, rubrics, checklists, etc.)

4i. What background do personnel need to administer and score the performance measures?

4j. How will student achievement be reported to verify (5a) Teacher Expectations?

5a: Teacher Effectiveness MeasureDescribes the number of students expected to meet the performance indicator criteria.

5a: Proficient85% to 94% of students meet the performance indicator.

Deitz Proficient!

How is PA planning to implement the SLO component?

By teaching teachers to fish! “Give a man a fish, he eats for one day. Teach him to fish, he can eat forever.”

1. Provide Models

2. Provide Assessment Literacy

Dr. J.P BeaudoinResearch In Action

Student Achievement Measures DevelopmentDesign and Purpose, Item Specification, Test Blueprint, Scoring Keys, Operational

Forms & Administrative Guidelines, Form Review

SLO Template DevelopmentDesign and Development

Calibration and Quality Review

Developing Assessment LiteracyCurrent Training Modules in Process for PA Use

TemplateThe SLO ProcessTraining

Orientation ModuleVetting and Review

Training Module SLO Quality Assurance Review ChecklistRefinement Control Checklist-PDE VersionSLO Rubric

Page 1, Section 2The Student Learning ObjectiveTraining

Module 1: Design and Purpose StatementHandout 1: Purpose Statement Handout 2: Targeted Standards Template 1: Purpose StatementTemplate 2: Targeted Standards

Vetting and ReviewWorksheet 1: SLO RationaleWorksheet 2: Standards SelectionWorksheet 3: SLO Blueprint Final

Page1, Section 3 Achievement ExpectationsTraining

Module 4: Scoring Keys and Rubrics

Page 2, Sections 4Performance MeasureTraining

Module 2: Test Specification and BlueprintHandout 3: Test Specification and Blueprint DesignsHandout 4: DoK Cheat SheetTemplate 3: Test specifications and Blueprint

Module 3: Item Specifications5: Item Examples & Item Tag Coding

Handout 4: DoK Cheat SheetHandout 5: Item Examples & Item Tag Coding

Module 4: Scoring Keys and RubricsHandout 6: Scoring Key Example Handout 7: Rubric Examples Template 5: Scoring Key Rubric

Module 5: Operational Forms and Administrative GuidanceHandout 8: Operational Form DemoHandout 9: Administrative Guidelines DemoTemplate 4: Operational Form Example (Algebra 1 Post-test)Template 6: Administrative Guidelines

Module 6: Form ReviewsHandout 10: Quality Assurance Checklist (Final)

Vetting and ReviewSAM-L Rubric

Implementation Process to Date

1. Research from other states and educational resources (RSN, REL, CTAC, Center For Assessment, CTCURRICULUM.ORG, etc.)

2. Develop the SLO process

3. Create models through practitioner development groups

Vet, clean and repair the models for presentation

Develop online resources to create SLOsTrain IU and District level leadersTake a year to let everyone practice the process

We are here right now!

Questions?

Relax! The process materials will be online!www.ria2001.org

admin-password

Educator Effectiveness: SLO

SLO Resourceshttp://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-Leader-Effectiveness/Documents/SLO%20Manual.pdf

Assessment Development Resource:ctcurriculum.org

http://www.louisianaschools.net/compass/student_learning_goals.html

O David DeitzConsultant, PDE

oddeitz@comcast.net