3State Teacher Evaluation Model Professional PracticeStudent Growth50 % Qualitative MeasuresDomain percentages proposed by LEA and approved by MSDE50 % Quantitative MeasuresAs defined belowPlanning andPreparation12.5%Instruction12.5%Classroom Environment12.5%ProfessionalResponsibilities12.5%DRAFT 6/6/13Elementary/Middle School TeacherTwo Tested Areas20% MSA Lag Measurebased on 10%Reading and 10%Math15% Annual SLOMeasure asdetermined bypriority identificationat the district orschool level15% Annual SLO Measureas determined byat the classroom levelElementary/Middle School TeacherOne Tested Area20% MSA Lag Measurebased on either 20%Math or 20% Reading15% Annual SLO Measureas determined bypriority identificationat the district orschool levelat the classroom levelHigh SchoolTeacher Tested Subjects20% SLO Lag Measurebased on HSAAlgebra, HSA English 2,HSA Biology, or HSAAmerican Governmentand including an HSAdata point15% Annual SLO Measureas determined bypriority identificationat the district orschool levelat the classroom levelK-12 Non-TestedArea/Subject Teachers20% SLO Lag Measure based onSchool Progress IndexIndicators ( Achievement, GapReduction, Growth, College andCareer Readiness), AdvancedPlacement Tests, or similarlyavailable measures15% SLO Measure as determined bypriority identification atthe district or school level15% Annual SLO Measure asdetermined by priorityidentification at the classroomlevelororor
4A Student Learning Objective (S.L.O.) is… …an instructional goal… for specific students…for a specific time intervalFocused on the most valuable learningBased on the most current student dataAligned to current curriculum standardsSpecific and measurableAdapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts4
5SLO COMPONENTS Objective Summary Statement Summary of goalData Review & Baseline EvidenceData sourcesInstructional starting point for studentsStudent PopulationStudent sub groupsPerformance level/grade levelLearning ContentCritical content, skill masteryInstructional IntervalLength of time the teacher has for instruction to meet the targetTargetProjected student performance levelsRationale for appropriateness and rigor of targetEvidence of GrowthMeasures that document growth toward targetStrategiesMethods of instruction that support student growthTeacher Professional Development and SupportResources/assistance to increase instructional effectivenessSLO COMPONENTS55
6Student Learning Objectives Can be used for teachers in both tested and non-tested areasTeachers have 2 or 3 SLOs, principals may have moreHigh school teachers in tested areas and high school principals must have one SLO with HSA as a data pointRecommend use of team, grade or content SLORecommend alignment of teacher and principal SLOs with school and district improvement plans
7SLO Process STEP 1 - Professional Development STEP 2 - Data Review STEP 3 – SLO DevelopmentSTEP 4 - Review and Approval ConferenceSTEP 5 - Mid-Interval ConferenceSTEP 6 - Final SLO ReviewSTEP 7 – Integration of SLO ResultsSTEP 8 – Next Steps77
8Ensure evaluator accountability Student Learning Objectives Quality AssuranceEnsure evaluator accountabilitySLO Quality Assurance DomainsPriority of StandardQuality of Measure & EvidenceRigor of TargetAction Plan88
9Quality Assurance Domains Priority of StandardThe content is aligned to common core, international, national, state, local or industry recognized standards.The skills and/or knowledge is critical for advancement to future coursework (i.e. if students do not master the standards, they will not be able to progress to the next level).The content reflects school and district priorities.The scope of the content is appropriate for the length of the instruction interval.
10System Master Plan Goal All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.School Improvement GoalTo increase the percentage of students meeting proficiency in Grade 2 by at least 12.6% in order to meet or exceed the reading benchmark of 85% as measured by mClass data.Student Learning ObjectiveAt least 80% of my students will meet or exceed the benchmark of 85% as measured by mClass data.Establish Priority of StandardI
11Quality Assurance Domains Quality of Measure & EvidenceThe source(s) of evidence provides the data you need to determine if the target has been met.The measure(s) is aligned to the standards and provides evidence relative to the target.The measure is appropriate for the student population.The measure meets the criteria established by the state, district or school.
12Quality Assurance Domains Rigor of TargetThe target is anchored in baseline data including historical data (i.e. district, school and student level data) and multiple measures if possible.The rationale explains how the rigor and attainability of the numerical target were determined. For example, the target is based on the past performance of students or the expectation of a year’s growth or the mastery of a standard or incremental improvement.The numerical target represents an appropriate amount of student learning for the interval of instruction.If appropriate, the SLO differentiates targets for individuals or groups of students based on baseline data so that all targets are rigorous yet attainable.
13Quality Assurance Domains Action PlanThe selected instructional strategies support students in reaching the target for this SLO.The identified professional development supports the successful implementation of the SLO.
14Making the Connections Frame evaluation process as part of the continuous improvement processAlign State – District - School goals with S.L.O. goalsConnect S.L.O process with other aspects of good teachingIntegrate S.L.O. training with Common Core and other curricular trainingIntegrate S.L.O. development with existing data review/analysis processesProvide opportunities for collaboration
15Teacher & Principal Evaluation System Student Learning Objectives Additional ResourcesTeacher & Principal Evaluation Systemprograms/tpeDr. Linda Burgee: