Pennsylvania’s
Student Learning Objective
Process
Modules 1 – SLO Overview – June 2014
I. Teacher Effectiveness
System
Building Level Data, 15%
Teacher Specific Data, 15%
Elective Data, 20%
Observation/ Practice, 50%
Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework Domains1. Planning and Preparation2. Classroom Environment3. Instruction4. Professional Responsibilities
Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement
Teacher Specific DataPVAAS / Growth 3 Year Rolling Average1. 2013-2014 SY2. 2014-2015 SY3. 2015-2016 SYOther data as provided in Act 82
Elective Data/ Optional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements
Teacher Effectiveness System in Act 82 of 2012 Teachers with Eligible PVAAS Data
SLOs
3
Building Level Data, 15%
Observation/ Evidence,
50%
Observation/EvidenceEffective 2013-2014Danielson Framework Domains1. Planning and Preparation2. Classroom Environment3. Instruction4. Professional Responsibilities
Building Level DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement
Elective Data/ Piloting 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements
Elective Data, 35%
Teacher Observation Student Achievement
SLO
Teachers without Eligible PVAAS Data
SLO Process
A process to
document a
measure of educator
effectiveness
based on student
achievement of
content standards.
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.
The SLO in PA is written to a specific teacher and a specific class/course/grade or content
area for which that teacher provides instruction.
8
Every teacher designs an SLO
Math Physics
Physical Education
HistoryChemistry
KindergartenSpecial Ed Journalism
9
Collaborative development of an SLO is
encouraged (e.g., similar content area or
grade level teachers, interdisciplinary groups
of educators)
Working Together to Create an SLO
Many factors can influence the size of an SLO,
but the process remains
the same………..
Time Frame
Course Content
Important Learning Needs
SLOs should:1. Represent the diversity of students
and courses/content areas taught.2. Align to a set of approved
indicators/targets related to selected academic content standards.
3. As appropriate, provide opportunity to describe student achievement based on “growth” and/or “mastery.”
4. Be supported by verifiable data that can be collected and scored in a consistent manner.
5. Include a set of independent performance measures.
SLO Process Criteria
SLO Process Steps:
Teacher
1. Identify subject and students
2.Select the “big idea” from the
content standards
3.Establish a goal
4. Identify the assessments or
student work samples that
provide evidence of reaching
the goal
5.Select and/or create
performance expectations for
the assessments or student
work samples selected
SLO Process Steps:
School Leader
1.In September, principal and teacher meet to discuss teacher’s proposed SLO including applicable performance measures
2.Identifies any corrections, refinements, etc.
3.SLO form is signed
4.Follow-up timeline is established
Key Process Point
The SLO process
facilitates a conversation
about expectation
between educators
(principals and teachers)