Pennsylvania’sTeacher Effectiveness

SystemCentral Columbia School District

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Practice, 50%

Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework DomainsPlanning and PreparationClassroom EnvironmentInstructionProfessional 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, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Av-erage2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

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

Teacher Effectiveness System in Act 82 of 2012

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 Measures PSSA, Keystone Data

3. Elective Data (SLOs)

Building Level Data, 15%

Observation/ Practice, 50%

Teacher Observation & Practice Effective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional 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, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsOptional 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%

Teacher Effectiveness System in Act 82 of 2012

Next Year…

Observation/Practice

50%

A Framework for TeachingObservation

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Off Stage On Stage

Differentiated Supervision-Timeline of Activity

• September: Individual Action Plan Submission by

Teacher to Supervisor

• October: Supervisor Approval/Revision Requirements

• October – May: Action Plan Implementation

• October – May: Supervisory Contacts Continue as Necessary

• January, February: Status Review Conference (Amend action plan, if necessary) **District Website

• April, May: End of Year Conference/Assessment

Today…

• Introduce SLOs – Listen and Take Notes

• 11:00 – 11:30: Answer questions and discussion with Teacher Leaders/Administrators about SLOs in Central Columbia

• 11:30 – 12:30: Lunch on Your Own

• 12:45 – SLO Writing

Pennsylvania’sStudent Learning Objective Process

Central Columbia School District

What is an SLO?

A process to document a

measure of educator effectiveness

based on student achievement of

content standards.

The SLO Process: Creating a Relationship

Measurement of Student

Achievement

Measurement of Educator

Effectiveness

Standards Based Education

THE PA SLO TEMPLATE & PROCESS What it is supposed to be:

What it is not supposed to be:

• More paperwork for teachers that has no meaning or purpose

• More testing for students

• A weak substitute for PVAAS or other standardized testing data

• A format to inform strong instructional practice and strong student achievement

• A way to measure teacher effectiveness based on student achievement

• An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach

The SLO in PA is written to a specific teacher and a

specific class/course/content area for which that teacher

provides instruction.

The SLO: It’s Yours!

1 Set of Students + 1 Subject = 1 SLOEach teacher will choose ONE set of students and ONE subject area that they teach to write ONE Student Learning Outcome.

• Think of it as providing a water sample of your teaching or a show and tell about what you do as an educator.

Many factors can influence the size of an SLO,

but the process remains the same………..

Time Frame

Course Content

Important Learning Needs

SLO Process Design

Performance MeasuresIndicatorGoal-

Standards

SLO Goal

Indicator #1

Assessment #1a

Assessment #1b

Indicator #2

Assessment #2

C R I T E R I A• Goals are based upon the “big ideas” within the

content standards.

• Performance indicators are specific, measureable, attainable, and realistic.

• Performance measures should be valid, reliable, and rigorous assessments.

• Data should be collected, organized, and reported in a consistent manner.

• Teacher expectations of student achievement should be demanding.

SLO Template 10.0

SLO Template 10.0 Process

A tool used to identify goals, indicators, and performance

measures for use in the greater Teacher

Effectiveness System

Handout: SLO Template

SLO Template Design

Context

Goal

Indicators

Measures

Expectations

SLO Template Steps: Teacher

1. Classroom Context

1a. Name 1b. School 1c. District

1d. Class/ Course Title

1e. Grade Level

1f. Total # of Students

1g. TypicalClass Size

1h. Class Frequency

1i. Typical Class Duration

2. SLO Goal

2a. Goal Statement

2b. PA Standards

2c. Rationale

Spanish 1Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading. 8th 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.

2a. The SLO Goal

Statement:

What’s the Important Learning?

Help for the Big Ideas -- SAS: Curriculum Framework**ELA/Math – Use PA Core

Targeted content standards used in developing the SLO.

Arts and Humanities:

9.1, 9.2, 9.3, 9.4

http://pdesas.org/

2b. Standards selection:

What Standards Match the

Goal Statement?

What standards match the goal statement?

• Targeted content standards used in developing the SLO

Explains why the SLO is important and how students will demonstrate learning of the standards through

this objective.

Grade 8 Art:Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others.

Child Development (FCS)Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.

2c. Rationale

statement: Why is this

Learning Important?

LET’S DO PERFORMANCE

MEASURESFIRST!!

#4

SLO Template Steps: Teacher

4. Performance Measures (PM)

4a. Name

PM #1 PM #2 PM #3 PM #4 PM #5

4b. Type

____District-designed Measures and Examinations____Nationally Recognized Standardized Tests____Industry Certification Examinations____Student Projects ____Student Portfolios____ Other:______________________________

4c. Purpose

PM #1 PM #2 PM #3 PM #4 PM #5

4d. Metric

Growth (change in student performance across two or more points in time)

Mastery (attainment of a defined level of achievement)

Growth and Mastery

4e. AdministrationFrequency

PM #1 PM #2 PM #3 PM #4 PM #5

4f. Adaptations/Accommodations

IEP

ELL Gifted IEP

Other

4g. Resources/Equipment

PM #1 PM #2 PM #3 PM #4 PM #5

4h. Scoring Tools

PM #1 PM #2 PM #3 PM #4 PM #5

4i. Administration & Scoring Personnel

PM #1 PM #2 PM #3 PM #4 PM #5

4j. Performance Reporting

PM #1 PM #2 PM #3 PM #4 PM #5

Many things must be considered when building quality

assessments.

Building Performance Measures and Tasks

What must a Student know and do to complete a

performance measure?

What does a Teacher do to administer a performance

measure?

How does a Teacher score a

performance measure?

PULL OUT HELP DESK

FOR SECTIONS 1, 2, AND 4**REVIEW

SLO Template Steps: Teacher

3. Performance Indicators (PI)

3a. PI Targets: All Student Group

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

3b. PI Targets: Subset Student Group(optional)

PI Target #1 PI Target #2 PI Target #3 PI Target #4 PI Target #5

3c. PI Linked(optional)

3d. PI Weighting(optional)

Describes individual studentperformance expectation

3a. 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?

3b.What’s the expected achievement

level for unique populations? (IEP, students who did not do well on a pre-test, etc.)

3: Performance

Indicator: What does

Student Performance

Look Like?

Performance Indicator Statement

HS ChoralIndividual Vocal Assessment TaskStudents will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.

5th Grade ELADRA text gradient chart Students will demonstrate one year of reading growth

SLO Template Steps: Teacher

5. Teacher Expectations

5a. Level

Failing0% to ___ % of students will meet the PI targets.

Needs Improvement___% to ___% of students will meet the PI targets.

Proficient___% to ___% of students will meet the PI targets.

Distinguished___% to 100% of students will meet the PI targets.

5b. Elective Rating

Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0)

Notes/Explanation

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

.Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______

Describes the number of students expected to meet the performance indicator criteria.

5a: Proficient80% to 92% of students meet

the performance indicator.

5a: Teacher

Effectiveness Measure

Proficie

nt!5a: Proficient

80% to 92% of this audience can explain the SLO process to

their stakeholders!

CCSD SLO Guidelines

• Classroom Context: SLO must be written to a specific teacher and a specific class/course/content area

• SLO Goal:– Must use www.pdesas.org– Must include 1-3 grade level, specific PA

standards (KUD and MAP)– Must include Big Idea from SAS– Must be, at least, 6 weeks in length– Can do individually or work with a group

• Performance Indicators:– Options Optional– Goal must include entire grade, class or

caseload– Each Performance Measure needs a target

• Performance Measures:– Must have more than one– Must be valid

• Teacher Expectations:– 93-100% = Distinguished– 80-92% = Proficient– 70-79% = Needs Improvement– 0-69% = Failing

Your Questions?

LET’S REVIEW THE PAPERWORK IN YOUR

FOLDER…

After lunch, let’s work!!If you need more examples,

Go to the SAS Website and log into Homeroom

(student learning objective on the right-cheat sheets)

More SLO Support....

REPORT TO YOURBUILDINGS

AFTER LUNCH!!