1. Changes in Professional licensure Teacher evaluation system Training at Coastal Carolina University

2. Induction and Licensure Changes Initial Licensure Induction – up to 3 years Annual Evaluation/continued licensure – professional development Read to Succeed licensure/ endorsement – 5-10 years to obtain

3. New Teacher Evaluation System Evaluation Components: Lesson observations (observational tool) Student growth (SLO/value add test data) District choice (parent surveys, student surveys, and/or student growth) Principals will give preliminary SLO approval by Sept. 30 th or Feb. 15 th (if courses are taught by semester. Principals will also do a Mid-course check-in to discuss student progress and a summative teacher rating concerning the SLO’s impact on best practice

4. Student Achievement (Proficiency) vs. Student Growth Achievement Performance at one point in time Percentages of mastery level in the classroom Set at a benchmark: 75% of students scored met on the state exam Growth Performance between two to three points in time Measures improvement based on content standards Example: Student B grew 23% between the beginning of the year and the end of the spring semester

5. Definition of an SLO/Purpose A goal that demonstrates a teacher’s impact on student learning within a given interval of instruction A measurable, long-term target that is based on the standards and relates to academic performance. They can be written by an individual teacher or a teacher team Captures student growth in every classroom Used to reinforce data driven teaching practices Encourages collaboration, since teams can write them together and apply it to their individual classes

6. SC Rules for the Process The SLO must include one class or course (preparation); teachers that teach multiple courses are asked to develop the slo for the course that covers the largest number of students on their roster (minimum of 6 students) The SLO must cover the entire span of the course whether it is one quarter, semester, or year The SLO includes all students in the class/only students who aren’t present for 75% of the class interval are to be excluded All educators in non-tested grades and subjects are required to develop and implement one SLO. (no value-added measures available)

7. Quality Review Tool The tool assesses the SLO on three main components of the SLO: Content: Are the SLO objectives aligned to the standards? Is the objective measurable? Rigor of Target: Is the growth target based on students’ baseline performance, rigorous, yet attainable? Quality of Assessment: Does it measure the skills identified in the objective?

8. SLO Development Process 1. Identify core content and standards 2. Gather and analyze student data 3. Determine the focus of the SLO

9. SLO Development Process Continued 4. Select or develop an assessment 5. Develop a growth target and rationale

10. Steps to Writing an SLO 1. Objective of the SLO: This will identify the priority content and learning that is expected during the interval of instruction. Should be broad enough that it captures the breadth and depth of content during an extended instructional period, but focused enough to be measurable. Example: All students will demonstrate growth in their ability to collect and analyze scientific data.

11. Rationale Explains how the target was determined, including the data source and evidence used. The rationale should be provided for each target, indicating how it will be attainable, but rigorous. It gives the underlying reasons for the objective of the Slo.

12. Baseline and Trend Data Describes the source(s) of data Students’ baseline knowledge prior to instruction and its relationship to the growth targets established Trend data describes the patterns the educator identifies after analysis of the baseline data. Example: pre- and post-data for mathematics from August to December 2015.

13. Growth Targets After analyzing the trend data, the target describes where the teacher expects the student to be at the end of the interval of instruction. The target should be measurable and rigorous, yet attainable for the interval of instruction. In many cases, the target should be tiered so that it is both rigorous and attainable for all students included in the SLO.

14. Student Population Specifies the student population targeted by the SLO. Information should include, but is not limited to the following: Number of students in class Students with exceptionalities Descriptions of any academic supports that are provided to students

15. Standards/Content and Interval of Instruction Standards: South Carolina standards used to describe the content addressed in the SLO. The educator also provides the rationale for why particular standards were selected for the focus of the SLO. Interval: Specifies the time period, or instructional interval for which the objective is planned. Objectives are typically planned to capture either year-long or semester-long growth.

16. Assessment (Pre and Post) Describes which assessment(s) will be used to measure student learning, why the assessment is appropriate for measuring the objective, and the grading scale and/or rubric used to score the assessments. Consider state, district, school, and teacher-made assessments.

17. Instructional Strategies Provides a description of the high yield instructional strategies that will be employed during the SLO interval of instruction. The teacher also describes any plans for accommodations and differentiating instruction for learners of various proficiency levels.

18. Progress Monitoring Describes the frequency of assessments used to measure student progress towards the learning goal. Describe the instruments and what will be done if students aren’t showing adequate progress toward the goal.

19. Teacher Professional Learning Describes the research or training the teacher will complete in order to successfully finish the plan. This could be in the form of a professional development workshop, collaborative planning, or research on the topic followed by planning and reflection.