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Agenda Outcomes

Agenda Outcomes. Recognize how S.L.O.s align with the goals for Maryland’s Race To The Top Initiative Develop a shared understanding of the purpose for using S.L.O.s Become familiar with the S.L.O. vocabulary, development and implementation process; and

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Agenda Outcomes

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  1. Agenda Outcomes • Recognize how S.L.O.s align with the goals for Maryland’s Race To The Top Initiative • Develop a shared understanding of the purpose for using S.L.O.s • Become familiar with the S.L.O. vocabulary, development and implementation process; and • Identify key understandings about your role in providing S.L.O. technical assistance to stakeholders

  2. State Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice 50 % Qualitative Measures Planning Preparation 12.5 % Instruction 12.5 % Classroom Environment 12.5 % Professional Responsibilities 12.5 % Student Growth 50 % Quantitative Measures • High School • Teacher • 35% - Student Learning • Objectives (S.L.O.s) • 15% - School Performance Index (SPI) • Elementary/Middle School Teacher • Non-Tested Subject • 35% - Student Learning • Objectives (S.L.O.s) • 15% - School Performance Index (SPI) • Elementary/Middle School Teacher • Two Content Areas • 10 % - Reading MSA • (Class) • 10 % - Math MSA (Class) • 20 % - Student Learning • Objectives (S.L.O.s) • 10 % - School Performance Index (SPI) • Elementary/Middle School Teacher • One Content Area • ELA • 20% - Reading MSA (Class) • 20% - Student Learning • Objectives (S.L.O.s) • 10% - School Index (SI) • or • MATH • 20% - Math MSA (Class) • 20% - Student Learning • Objectives (S.L.O.s) • 10% - School Performance Index (SPI) or or or SPI = Achievement Growth Gap Reduction College and Career Readiness Rev.5-15-12

  3. Maryland’s Vision for Education Reform

  4. Maryland Teacher and Principal Evaluation System WORLD CLASS STUDENTS

  5. A Student Learning Objective (S.L.O.) is… Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

  6. Data Review & Baseline Evidence • What data sources and where is the instructional starting point for students? • Student Population • For whom is the SLO developed? • Learning Content • Where are students struggling with the content? • Instructional Interval • How long will instruction be focused on this learning content? • Target • To what point will students progress or master the content? • Evidence of Growth • How far did the students progress at mid-point and end of interval? • Rationale • Why this learning content? Why these students? • Strategies • How will selected instructional strategies help students achieve the targeted goal? • Teacher Professional Development and Support • What resources/assistance will help increase instructional effectiveness? SLO COMPONENTS

  7. Student Learning Objectives (S.L.O.s)Process Overview CLASSROOM OBSERVATIONS & DISCUSSIONS JUNE/JULY NOVEMBER - MAY OCTOBER SEPTEMBER AUGUST ON-GOING PROFESSIONAL DEVELOPMENT & REFLECTIVE PRACTICE

  8. Small Group Process Student Learning Objectives Small Group Outcomes • Identify type of technical assistance you may provide to stakeholders at LEA level and at MSDE?; and • Discuss opportunities and challenges of implementing SLOs;

  9. Small Group Report Out Student Learning Objectives Opportunities and challenges of implementing the S.L.O. process. Strategies for providing technical assistance to overcome challenges and support stakeholder success. What you need to provide technical assistance

  10. Large Group Discussion Student Learning Objectives What are the positive outcomes of implementing student learning objectives? STUDENTS TEACHERS PARENTS PRINCIPALS

  11. Positive Outcomes Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts

  12. Guidebook Link Below is the link to the Teacher and Principal Evaluation Guidebook: http://www.marylandpublicschools.org/MSDE/programs/race_to_the_top/tpeg

  13. “If properly implemented, student learning objectives help teachers bring more science to their art, strengthen instructional support to the classrooms, and improve the quality of the outcome.” William J. Slotnik Founder and Executive Director Community Training and Assistance Center

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