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Annual UMES Summer Institute “Making the Adjustment” Student Learning Objectives

Annual UMES Summer Institute “Making the Adjustment” Student Learning Objectives. State Teacher Evaluation Model. Professional Practice. Student Growth. 50 % Qualitative Measures Domain percentages proposed by LEA and approved by MSDE. 50 % Quantitative Measures As defined below.

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Annual UMES Summer Institute “Making the Adjustment” Student Learning Objectives

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  1. Annual UMES Summer Institute“Making the Adjustment” Student Learning Objectives

  2. StateTeacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures Domain percentages proposed by LEA and approved by MSDE 50 % Quantitative Measures As defined below Planning and Preparation 12.5% Instruction 12.5% Classroom Environment 12.5% Professional Responsibilities 12.5% DRAFT 6/6/13 High School Teacher Tested Subjects 20% SLO Lag Measure based on HSA Algebra, HSA English 2, HSA Biology, or HSA American Government and including an HSA data point 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level K-12 Non-Tested Area/Subject Teachers 20% SLO Lag Measure based on School Progress Index Indicators ( Achievement, Gap Reduction, Growth, College and Career Readiness), Advanced Placement Tests, or similarly available measures 15% SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Elementary/Middle School Teacher One Tested Area 20% MSA Lag Measure based on either 20% Math or 20% Reading 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level Elementary/Middle School Teacher Two Tested Areas 20% MSA Lag Measure based on 10% Reading and 10% Math 15% Annual SLO Measure as determined by priority identification at the district or school level 15% Annual SLO Measure as determined by priority identification at the classroom level or or or

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

  4. Objective Summary Statement • Summary of goal • Data Review & Baseline Evidence • Data sources • Instructional starting point for students • Student Population • Student sub groups • Performance level/grade level • Learning Content • Critical content, skill mastery • Instructional Interval • Length of time the teacher has for instruction to meet the target • Target • Projected student performance levels • Rationale for appropriateness and rigor of target • Evidence of Growth • Measures that document growth toward target • Strategies • Methods of instruction that support student growth • Teacher Professional Development and Support • Resources/assistance to increase instructional effectiveness SLO COMPONENTS 5

  5. Student Learning Objectives • Can be used for teachers in both tested and non-tested areas • Teachers have 2 or 3 SLOs, principals may have more • High school teachers in tested areas and high school principals must have one SLO with HSA as a data point • Recommend use of team, grade or content SLO • Recommend alignment of teacher and principal SLOs with school and district improvement plans

  6. SLO Process 7 STEP 1 - Professional Development STEP 2 -Data Review STEP 3 – SLO Development STEP 4 - Review and Approval Conference STEP 5 - Mid-Interval Conference STEP 6 - Final SLO Review STEP 7 – Integration of SLO Results STEP 8 – Next Steps

  7. Ensure evaluator accountability Student Learning ObjectivesQuality Assurance SLO Quality Assurance Domains Priority of Standard Quality of Measure & Evidence Rigor of Target Action Plan 8

  8. Quality Assurance Domains

  9. Establish Priority of Standard

  10. Quality Assurance Domains

  11. Quality Assurance Domains

  12. Quality Assurance Domains

  13. Making the Connections • Frame evaluation process as part of the continuous improvement process • Align State – District - School goals with S.L.O. goals • Connect S.L.O process with other aspects of good teaching • Integrate S.L.O. training with Common Core and other curricular training • Integrate S.L.O. development with existing data review/analysis processes • Provide opportunities for collaboration

  14. Student Learning ObjectivesAdditional Resources Teacher & Principal Evaluation System http://www.marylandpublicschools.org/MSDE/ programs/tpe Dr. Linda Burgee: lburgee@msde.state.md.us 410-767-0487

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