New Hope-Solebury School District Effective Educator Student Learning Objectives (SLOs)

A Word about this Self-Paced Module As you work through this self-paced module, you will need a few documents in front of you. These documents can be found on the curriculum website under Professional Resources for Effective Educator. These documents include: NHSSD SLO Template for Sample SLOs written by our colleagues in the region and across the state and nation SLO Help Desk Document (optional) Please feel free to return to the slides in this presentation as often as you would like as you develop your SLO(s). Each teacher must have at least one (1) SLO for the school year. Your SLO(s) are due to your building administrator by end of the day on October 31, Department/time/grade level time will be spent working on the SLO process.

Goals for this Self-Paced Module Develop an understanding of SLOs What are SLOs? What role do they play in Effective Educator? How do I construct an SLO? How do I complete the SLO template? If you’re worried about SLOs, please click the link below. If not…skip to the next slide!.

Understanding Part I—Classroom Context This part of the SLO template (1a-1i) is really straight forward. What you need to do is to choose a class/course that you want to target for your SLO. Fill out the information relative to the class/course you are targeting. An SLO can be linked to one class/course you teach. Or, it can be linked to multiple classes if you have several sections of a course. This decision is totally up to you! The timeframe for the SLO can be as short or as long as you would like. If you’re writing SLOs for a semester course, and given that SLOs are not due until October, it is recommended that your work would focus on your second semester courses. Your SLO will count as 35% of your overall evaluation. Keep in mind that you have a lot of control in the SLO process, thereby giving you lots of control in your evaluation!

Understanding Part 2—SLO Goal The goal statement (2a) should be a big idea or an enduring understanding from your class/course. This is your chance to articulate what you want students to know and be able to do in your course. This should be written in an objective and measurable manner. Include the PA Core Standards, National Standards, or Content Area Standards that support the goal statement. For the rationale (2c) articulate why the goal statement is important to the overall learning in your class/course. It’s okay to be concise. Note: Teachers on the same grade level/department should have similar SLOs. This process will really foster collaboration among colleagues!

Understanding Part 3—Performance Indicators You have to tell your administrator what your expectations are for evidence of student learning (3a). What will the evidence of student learning be? Will it be a test? A performance? A project? You decide! If you have the same expectations for all students, section 3b will remain blank. If you are altering expectations for focused groups of students (i.e. IEP, ELL etc.) tell your administrator what your expectations are for those populations of students in 3b. For the school year we are ignoring sections 3c and 3d.

Understanding Section 4—Performance Measures You’ve already articulated the class/course you are targeting for your SLO, you’ve provided rationale for it, and you have also identified your expectations for your students. Now it’s time to discuss what you will use to measure students’ learning. In 4a you will tell your administrator what type of measure you’re using. You need at least one but not more than two. Will it be a test? A project? A performance? You decide. Then, in 4b tell your administrator what type of assessment you’re using.

Understanding Section 4—Performance Measures (continued) In section 4c tell your administrator what the purpose of the assessment is. Be concise. Just answer this question: What will the assessment measure in terms of student learning? In section 4d, you will tell your administrator if you’re looking for students to master content, growth in their learning of the content, or both. Again, you get to decide! In section 4e, tell your administrator how often you will assess your students’ learning. Will you use formative assessments prior to a summative assessment? How many assessments will you give? Will you assess only via paper- pencil, or will you assess in alternate ways such as via a project or performance?

Understanding Section 4—Performance Measures (continued) In section 4f let your administrator know if you made accommodation or modifications for groups of students with unique needs. In section 4g tell your administrator what resources you needed to administer the assessments, and in 4h articulate what you used to score students’ learning. In section 4i tell your administrator who scored students’ learning (in most cases it will be YOU—we’re all on the honor system here). And in 4j, discuss how you will report students’ learning to others, namely your administrator.

Understanding Section 5—Teacher Expectations You will notice on the templates, that percentage ranges have been determined already. These percentages were developed in conjunction with several groups of your colleagues who participated in SLO workshops during the school year. When you meet with your administrator to review your evaluation, it will be important to share evidence of student learning relative to your SLO(s) with him/her. Based on students’ performance you will receive a rating anywhere from distinguished through failing. The SLO portion of Effective Educator is set at 35% of teachers’ overall ratings.

Recommendations for Consideration Elementary core teachers should focus their SLOs on students’ progress (growth and mastery) on the F&P Running Records. RELA teachers 6-12 should focus on writing, given our work of aligning and strengthening writing instruction K-12. Math teachers should focus their work on the standards of mathematical practice as they relate to course content. Science teachers should focus their work on inquiry based instruction, scientific writing, or the scientific method. Social studies teachers should focus their work on analysis of primary and secondary sources or technical writing within their content areas. Content area specialists (i.e. elementary special area teachers, fine/practical arts, physical education, etc.) should focus their work on students’ performance of tasks or projects/products they produce in each course. To the extent possible, it is imperative that we have common assessments and common SLOs within departments, courses, grade levels, etc.

If you have any questions, please contact Steve Yanni or your building administrator. Questions?