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Teacher Effectiveness and the Student Learning Objectives Process

Teacher Effectiveness and the Student Learning Objectives Process. An update from O David Deitz Consultant, Educator Effectiveness, PDE for Wissahickon School District 5/21/13. (B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL

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Teacher Effectiveness and the Student Learning Objectives Process

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  1. Teacher Effectiveness and the Student Learning Objectives Process An update from O David Deitz Consultant, Educator Effectiveness, PDE for Wissahickon School District 5/21/13

  2. (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 Race to the Top House Bill 1901 Teacher Effectiveness

  3. Observation/Evidence (50%) Charlotte Danielson’s Framework for Teaching 4 Domains, 22 Components Principal/Evaluator Observes

  4. Domain Focus— Adapted from Danielson’s Framework for Teaching Planning and Preparation Professional Responsibilities Classroom Environment Instruction Professional responsibilities and behavior in and out of the classroom. What a teacher knows and does in preparation for teaching. All aspects of teaching that lead to a culture for learning in the classroom. What a teacher does to engage students in learning. 6 6

  5. 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

  6. 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

  7. 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

  8. 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

  9. Danielson Framework, Domain 3: Instruction 11

  10. Multiple Measures of Student Achievement • Building Level Data (School Performance Profile) Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data • Correlation Data Based on Teacher Level Measures PSSA, Keystone Data 3. Elective Data (SLOs)

  11. 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

  12. 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.

  13. SLO Big Idea We can use student achievement on the assessments listed below to measure teacher effectiveness. District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements How do we do this?

  14. SLO Template Refer to the SLO Template handout. Page 1: Classroom Context, SLO Goal, Student Performance Indicator Page 2: Student Performance Measure, Teacher Expectations

  15. The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction.

  16. 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 tousing all students)

  17. Page 1. SLO 2a. The SLO Goal Statement: What is the Important Learning (Content)? HS Choral Ensemble Students will demonstrate independent performance skills appropriate to positive musical contribution in a choral performing ensemble. Exploring Technology Students will demonstrate an understanding that over time, technological change has a profound influence on individuals, society, careers, and the environment • 8th Grade Art • Students 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.

  18. Page 1. SLO (continued) 2a. The SLO Goal Statement: What is the Important Learning (Content)? Grade 5 Library Students 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 1 • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading.

  19. Page 1. SLO (cont.) 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 statement • Explains 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.

  20. Know and understand the Standards • a)PA Standards • b)National Common Core • Arts Standards (new 2013) • c) Professional Content Standards 2. Assessment Tasks • Authentic to the grade or course • Aligned to Standards 3. Assessment Scoring • Can describe levels of student achievement toward standards based learning

  21. Page 1 cont. – Student Performance Expectations 3: Performance Indicator Describes individual student performance expectation • 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 a • subset population? (IEP, ELL, students who did not do well on a pre-test, etc.)

  22. Performance Indicator Statement HS Choral Individual 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. Accounting 1. 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 Art Mood Portrait Rubric (one of multiple tasks) Students will achieve Advanced or Proficient on all four criteria in the scoring rubric.

  23. Page 1 cont. – Student Performance Expectations 3: Performance Indicator Describes 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?

  24. 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?

  25. 5a: Teacher Effectiveness Measure Describes the number of students expected to meet the performance indicator criteria. 5a: Proficient 85% to 94% of students meet the performance indicator.

  26. Deitz Proficient!

  27. How is PA planning to implement the SLO component? By teaching teachers to fish! “Give a man afish, he eats for one day. Teach him to fish, he can eat forever.”

  28. 1. Provide Models

  29. 2. Provide Assessment Literacy Dr. J.P Beaudoin Research In Action Student Achievement Measures Development Design and Purpose, Item Specification, Test Blueprint, Scoring Keys, Operational Forms & Administrative Guidelines, Form Review SLO Template Development Design and Development Calibration and Quality Review

  30. Developing Assessment Literacy Current Training Modules in Process for PA Use Template The SLO Process • Training • Orientation Module • Vetting and Review • Training Module • SLO Quality Assurance Review Checklist • Refinement Control Checklist-PDE Version • SLO Rubric Page 1, Section 2 The Student Learning Objective • Training • Module 1: Design and Purpose Statement • Handout 1: Purpose Statement • Handout 2: Targeted Standards • Template 1: Purpose Statement • Template 2: Targeted Standards • Vetting and Review • Worksheet 1: SLO Rationale • Worksheet 2: Standards Selection • Worksheet 3: SLO Blueprint Final Page1, Section 3 Achievement Expectations • Training • Module 4: Scoring Keys and Rubrics Page 2, Sections 4 Performance Measure • Training • Module 2: Test Specification and Blueprint • Handout 3: Test Specification and Blueprint Designs • Handout 4: DoK Cheat Sheet • Template 3: Test specifications and Blueprint • Module 3: Item Specifications5: Item Examples & Item Tag Coding • Handout 4: DoK Cheat Sheet • Handout 5: Item Examples & Item Tag Coding • Module 4: Scoring Keys and Rubrics • Handout 6: Scoring Key Example • Handout 7: Rubric Examples • Template 5: Scoring Key Rubric • Module 5: Operational Forms and Administrative Guidance • Handout 8: Operational Form Demo • Handout 9: Administrative Guidelines Demo • Template 4: Operational Form Example (Algebra 1 Post-test) • Template 6: Administrative Guidelines • Module 6: Form Reviews • Handout 10: Quality Assurance Checklist (Final) • Vetting and Review • SAM-L Rubric

  31. Implementation Process to Date 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

  32. Vet, clean and repair the models for presentation We are here right now! • Develop online resources to create SLOs • Train IU and District level leaders • Take a year to let everyone practice the • process

  33. Relax! The process materials will be online! www.ria2001.org admin-password Questions?

  34. Educator Effectiveness: SLO SLO Resources http://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.louisianaschools.net/compass/student_learning_goals.html 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

  35. O David Deitz Consultant, PDE oddeitz@comcast.net

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