1. Student Learning Objectives: Setting Goals for Student Growth Countywide Professional Development Day Thursday, April 25, 2013

2. Seeking Answers to Your Questions Exit tweet: add to your exit ticket today Email: hcpssslos@gmail.com hcpssslos@gmail.com *Twitter: @HCPSSSLOs *Texting and data charges may apply.

3. SLO FAQ Your questions will contribute to a Frequently Asked Questions list on Student Learning Objectives and the Teacher Evaluation Process which is currently under development.

4. Session Outcomes Participants will make connections between SLOs and the HCPSS Teacher Evaluation Process deepen understanding of what SLOs are analyze and evaluate an example of an SLO create a practice SLO understand the timeline for creating and implementing SLOs for the 2013-2014 school year become aware of resources available to support the writing, implementation, and evaluation of SLOs.

5. Session Outcomes on Bloom’s Taxonomy create a practice SLO analyze and evaluate an example of an SLO make connections between SLOs and the HCPSS Teacher Evaluation Process deepen understanding of what SLOs are understand the timeline for creating and implementing SLOs for the 2013- 2014 school year

6. Teachers have more influence on students’ achievement than any other school variable. (Sanders and Rivers, 1996)

7. Insert Screencast Here

8. Turn to a partner and share (choose 2) Something that is new to you A question that was answered Something that validated what you know Something you found interesting Something you are wondering about

9. HCPSS Teacher Evaluation Model Charlotte Danielson’s Framework For Teaching and Learning Professional Practice (50%) Domain 1 Planning and Preparation 12.5% Domain 3 Instruction 12.5% Domain 2 Classroom Environment 12.5% Domain 4 Professional Responsibilities 12.5% Literacy Reading Writing Speaking and Listening Differentiation 25%/30% Mathematical Practices Overarching Habits Reasoning and Explaining Modeling and Using Tools Seeing Structure and Generalizing Differentiation 25%/30% Creative Problem Solving in Support of MD STEM Standards of Practice Understanding Challenges Generation of Ideas Preparation for Action Application of Technology Differentiation 25%/30% Content Assessments Performance-Based Tasks Differentiation 25%/30% Qualitative Measures Quantitative Measures Growth on State Assessments (As Mandated by MSDE) 20% Domain 5 Student Growth (50%)

10. Formative Assessment: True of False? Indicate your answer for each of the following statements about SLOs and the new HCPSS Teacher Evaluation Process.

11. True or False?  MSA/HSA scores will be part of all teachers’ evaluation. FALSE Only teachers grades 4-8 who are teachers of record for mathematics and/or English Language Arts will have MSA calculated into their overall evaluation score (20%). Teachers of HSA assessed areas must align one of their SLOs to the HSA.

12. True or False? 2. There are exemplars of SLOs created by the curriculum offices. TRUE Example SLOs can be found on the HCPSS Transition to Common Core wiki: transitiontocommoncore.wikispaces.hcpss.org

13. True or False? 3. All teachers must write two SLOs. FALSE Most teachers will write two SLOs. Teachers grades 4-8 who are teachers of record for mathematics and/or English Language Arts will write one SLO.

14. True or False? 4. The purpose of SLOs is to set long term goals for student learning. TRUE SLOs are long term goals based on student data, are aligned with current curriculum standards, and are focused on student growth.

15. True or False? 5. Multiple levels of support and training will be available to staff for writing, implementing, and evaluating SLOs. TRUE Differentiated school-based and systemwide professional learning opportunities will be made available to staff to support work with SLOs.

16. True or False? 6. Teachers may choose team SLOs or create individual ones. TRUE HCPSS values the power of collaborative teams and encourages teams to use data proactively to meet the needs of students.

17. True or False? 7. All teachers will be evaluated on the Framework for Teaching Domains (professional practice) and Student Growth every year. FALSE Tenured teachers will be evaluated on Domains 1-4 (professional practice) every three years. Nontenured teachers will be evaluated on Domains 1-4 and Domain 5 Student Growth until tenured. All teachers will be evaluated on Domain 5: Student Growth every year.

18. True or False? 8. SLOs are approved in consultation with your principal. TRUE All teachers will have a goal setting conference with their primary evaluator to discuss and approve SLOs.

19. True or False? 9. HCPSS has created templates and tools to inform and expedite the SLO writing process. TRUE The HCPSS Student Learning Objective template and Guide are two examples of tools to support the SLO writing process.

20. True or False? 10. Teachers will be asked for feedback on enhancements and changes to the SLO writing, implementation, and evaluation process. TRUE Teacher professional growth, student learning, and continuous improvement are at the heart of our work in HCPSS. Teacher feedback and data will be invaluable to this process.

22. Evaluation Cycle Professional PracticeStudent Growth Nontenured teachersEvery year Tenured teachersEvery 3 rd yearEvery year Number of SLOs Nontenured and tenured teachers grades 4-8 who are teachers of record for mathematics and/or English Language Arts 1 All other nontenured and tenured teachers 2 (aligned with 2 different Domain 5 components)

23. Timeline By September 30, 2013Set goals in collaboration with evaluator. May be individual or team goals. Fall Semester 2013Demonstrate critical attributes through observation. Collect artifacts and evidence. Follow a continuous improvement process. By January 31, 2014Mid-Year Progress Review Confirm and revise goals, processes, document progress Spring Semester 2014End of Year Conference and Evaluation Present documentation and reflection to evaluator. Evaluator completes evaluation and provides copy to teacher

24. Tools, Resources, and Supports transitiontocommoncore.wikispaces.hcpss.org

25. Seeking Answers to Your Questions Exit tweet: add to your exit ticket today Email: hcpssslos@gmail.com hcpssslos@gmail.com *Twitter: @HCPSSSLOs *Texting and data charges may apply.

26. Work of the Breakout Groups Analyzing SLOs Practicing SLO writing Giving and receiving feedback Final reflection

27. Choose a quote Battelle for Kids, 2009 “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.” Without reliable data and information, educators will make inaccurate assumptions about their instructional practices and students’ performance. William J. Slotnik A B

28. Analyzing Sample SLOs Using the SLO Guide Questions and highlighters, analyze the sample SLO. Reflection What do you notice? What questions do you have? What knowledge, skills. and resources would this teacher need to effectively implement his/her SLO?

29. Writing a practice SLO In your groups, collectively write an SLO. In addition to contributing to the product, each group member should assume a role: Facilitator Recorder Process observer Resource specialist

30. Combine your group with another Share your practice SLO with another group. Give warm and cool feedback to each other about your practice SLOs. Share your perspectives on the SLO writing process through the lens of the role you played in your group.

31. Give and get feedback on your practice SLO Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work. Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.

32. Exit Tweet In 140 characters or less, summarize your learning today on an index card or post it. Don’t forget to include your questions.

33. Student Learning Objectives: Setting Goals for Student Growth Countywide Professional Development Day Thursday, April 25, 2013

34. Additional SLO Activities

35. Analyzing an SLO At table groups, individually write your observations, reactions, and questions about the sample SLO into your section of the placemat. When ready, share your insights with the group and write commonalities you had into the center of the placemat Be prepared to share your group’s insights with the larger group.

36. Spell it Out!: S-L-O On your letter card, write a word or phrase that comes to mind when you think about SLOs that begins with that letter. Form groups of 3 so that your letters spell out “SLO.” Share your ideas with your group. S L O S L O

37. SLO Brainstorm In your small groups, create a visual/graphic organizer that represents what you know about SLOs. Be prepared to share your thinking with others.