1 WI Educator Effectiveness System Understanding Student Learning Objectives (SLOs)

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WI Educator Effectiveness System

Understanding Student Learning Objectives

(SLOs)

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Outcomes

• Develop a deeper understanding of the process involved in developing quality SLOs.

• Consider the unique contexts of the work in your areas, and identify quality components of an SLO.

• Know where to go for resources and answers as it applies to SLOs

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State Model

EducatorPractice

Student Outcomes

Performance on rubricsaligned with professional

standards, InTASC (teachers) and ISLLC (principals)

Measured by •Multiple observations

•Review of student artifacts•Includes formative feedback

•Summative scores

Multiple Measures

Performance in improvingstudent outcomes

Measured by •Approved standardized tests•Student Learning Objectives•School-wide reading •Graduation rate•District choice

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Domain 3Instruction

Domain 2Classroom Environment

Domain 3Instruction

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

Domain 3Instruction

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

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 2Classroom Environment

2a Creating an Environment of Respect & Rapport2b Creating a Culture of Learning2c Managing Classroom Procedures2d Managing Student Behavior2e Managing Physical Space

Domain 4Professional Responsibilities

Domain 1Planning and Preparation

Domain 4Professional Responsibilities

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

Domain 1Planning and Preparation

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

The Danielson Framework for Teaching

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Award-winning education technology tool

Efficient and customized evaluations to promote sustained improvement

• hosts a comprehensive evaluator certification training and test

• management of the actual evaluation process

• hosts a deep and comprehensive repository of professional growth resources aligned with the educator's individual results

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Logic Model/From Teacher Learning to Impact on Student Engagement and Learning

Teacher Learning

Changes to:

Teacher Knowledge

and/or

Attitudes/Beliefs Changes in Teacher Practices (Domains

1-4)

Improved Student

Engagement

And Learning

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Logic Model/From Teacher Learning to Impact on Student Engagement and Learning

Teacher Learning

Professional Development, Department

Collaboration, Peer Observation,

Peer Coaching,

Teacher Evaluation

Changes to:

Teacher Knowledge, Attitudes/Beliefs

Practicing New Skills

Changes /Improved:

Teacher Decision-making and

Planning, Classroom Environment, Instruction,

Curriculum and/or Assessment Practices

Improved Student

Engagement

And Learning

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Table Discussion:

What would these domains/components look like in your area?

Educators may have to discuss “look fors” as they relate to their area with their evaluator.

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What are SLOs?

• Dual Meaning in the EE system• SMART goals focused on student academic

growth• Need to be developed in a way that a

teacher can directly link growth to instructional strategies in the classroom

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Dual Meaning of the SLO Acronym

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Student/School Learning Objectives• to be achieved in a specific period of time (typically an academic year),

• based on prior student learning data (baseline assessment),

• developed collaboratively by educators and their supervisors.

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Flexibility of Approaches to the SLO Process

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Linking Practice to Outcomes• SLOs must be meaningful to the individual

• SLOs must be relevant to the subject area, context of the job.

•Examples, not exemplars

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SMART Goals• Specific•Manageable• Attainable• Results based• Time Bound

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Goals focused on growth:

• Capture student learning over time.• Allows the educator to directly link

academic achievement to the instructional strategies they’ve employed.

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How often? How many?

•Educators set SLO goals annually

•The number of SLOs required is dependent on the other outcome measures available to the educator

•Most educators will complete more than one

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Key Characteristics of SLOs• Baseline Data and Rationale

• Learning Content

• Population

• Interval

• Evidence Sources

• Targeted Growth

• Strategies and Support

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CTE Considerations:•What should your students know and

be able to do?•What assessment might capture their

baseline skills?•What might you use to track growth

over time (evidence)?

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Let’s Take A Break!

Be back in 15 minutes!

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SLO Process• Step 1:

• Prepare SLO

• Step 2:

• Submit SLO for Approval

• Step 3:

• Collect Evidence

• Step 4:

• Review and Score

•A

pp

roved

•N

ot

Ap

pro

ved

• Fall

• Mid year check: Goal adjustment appropriate if evidence warrants an adjustment.

• Spring

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Step 1 – Prepare SLOsAnalyze Data, Set Targets and Select

Assessments• Critical Step• Readiness Considerations • Rigorous, yet attainable• Appropriate assessment needed to track

growth

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EXAMPLE : Mrs. Timm is a marketing teacher at the HS. Marketing is

a year long course.At the end of the course, students need to present (orally,

and in writing) the potential risks and benefits of their business plan.

Mrs. Timm will develop an SLO to address this skill….

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Is it SMART?

Specific ?

Manageable ?

Attainable ?

Results Based ?

Time Bound ?

During the course of the school year, students will improve on their ability to identify potential risks and benefits of a business plan.

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Is it SMART?Aspect of the Goal Statement

Yes or NoRecommendations?

Specific No- the goal is very broad

Measurable No- the goal does not state how it will be measured

Attainable No- because there is no specific area identified or measurement tool, it is difficult to say if it is attainable

Results-based No- what will be the indicator of student growth?

Time-bound Yes- identified the current school year as the time interval

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Better?

During the course of the school year, students scoring below proficiency on the cost/benefit analysis writing prompt will improve in their ability to identify potential risks and benefits of a business plan.

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Is it SMART?Aspect of the Goal Statement

Yes or NoRecommendations?

Specific Getting better, but could be more specific in both students, and amount of growth.

Measurable No- no indication of assessment tool

Attainable Could be, but improvement is very general, and it doesn’t indicate the amount of improvement

Results-based Weak indication of type of growth desired

Time-bound Yes- identified the current school year as the time interval

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There?

85% (6 of 7) of students scoring minimal on the writing rubric will make two rubric level gains (proficient) by semester end.85% (9 of 10) of the students scoring basic on the writing rubric will make one rubric level gain(proficient) by semester end.

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Mrs. Timm’s SLO example

Table Time:

Look at the finished example of the SLO that Mrs. Timm will submit for approval.

Using the Guiding Questions, has Mrs. Timm completed a quality SLO?

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STEP 2- Submit for Approval

Approval is a collaborative meeting where teacher and principal review data, target population and goals.

Only a licensed administrator can approve SLO goals.

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STEP 3- Monitor Progress/ Collect Evidence

Throughout the school year, educators collect evidence and data toward meeting SLOs.

Examples of Evidence: Purchased assessments, district or regionally produced assessments, common assessments designed by schools or teacher teams, assessments designed by individual teachers

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Mrs. Timm’s EvidenceSEPT DEC APRIL

Rubric Level

Minimal 7 students 3 students Proficient4 students Basic(42%)

6 studentsProficient1 student Basic(85%)

Basic 10 students 5 studentsProficient

5 students Basic(50%)

10 StudentsProficient(100%)

MET

EXCEEDED

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STEP 3- Review and Score

•Scoring typically occurs at the end of the year.•Rubric based scoring•Important to start with solid SLO, engage in entire process.•No surprises at the end of the year.

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STEP 3- Review and Score

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3

2

1

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EE System Readiness

•Familiarize yourself with the Danielson 2013 FFT.•Consider artifacts/evidence of practice as it applies to your unique area.•Consider sources of baseline evidence, and SLO assessment evidence as it applies to your unique area.

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RESOURCES

EE Website:http://ee.dpi.wi.gov/

EE Help Desk:https://helpdesk.dpi.wi.gov/footprints/eehelp.html

Teachscape (Webinars, Research, Awards, and Information):

http://www.teachscape.com/

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QUESTIONS