Pennsylvania’s

Student Learning Objective

Process

Modules 1 – SLO Overview – June 2014

I. Teacher Effectiveness

System

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Practice, 50%

Teacher Observation & PracticeEffective 2013-2014 SYDanielson Framework Domains1. Planning and Preparation2. Classroom Environment3. Instruction4. Professional Responsibilities

Building Level Data/School Performance ProfileEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Teacher Specific DataPVAAS / Growth 3 Year Rolling Average1. 2013-2014 SY2. 2014-2015 SY3. 2015-2016 SYOther data as provided in Act 82

Elective Data/ Optional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Teacher Effectiveness System in Act 82 of 2012 Teachers with Eligible PVAAS Data

SLOs

3

Building Level Data, 15%

Observation/ Evidence,

50%

Observation/EvidenceEffective 2013-2014Danielson Framework Domains1. Planning and Preparation2. Classroom Environment3. Instruction4. Professional Responsibilities

Building Level DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/ Piloting 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Elective Data, 35%

Teacher Observation Student Achievement

SLO

Teachers without Eligible PVAAS Data

SLO Process

A process to

document a

measure of educator

effectiveness

based on student

achievement of

content standards.

SLO Concepts• Student achievement can be measured in ways

that reflect authentic learning of content standards.

• Educator effectiveness can be measured through use of student achievement measures.

The SLO in PA is written to a specific teacher and a specific class/course/grade or content

area for which that teacher provides instruction.

8

Every teacher designs an SLO

Math Physics

Physical Education

HistoryChemistry

KindergartenSpecial Ed Journalism

9

Collaborative development of an SLO is

encouraged (e.g., similar content area or

grade level teachers, interdisciplinary groups

of educators)

Working Together to Create an SLO

Many factors can influence the size of an SLO,

but the process remains

the same………..

Time Frame

Course Content

Important Learning Needs

SLOs should:1. Represent the diversity of students

and courses/content areas taught.2. Align to a set of approved

indicators/targets related to selected academic content standards.

3. As appropriate, provide opportunity to describe student achievement based on “growth” and/or “mastery.”

4. Be supported by verifiable data that can be collected and scored in a consistent manner.

5. Include a set of independent performance measures.

SLO Process Criteria

SLO Process Steps:

Teacher

1. Identify subject and students

2.Select the “big idea” from the

content standards

3.Establish a goal

4. Identify the assessments or

student work samples that

provide evidence of reaching

the goal

5.Select and/or create

performance expectations for

the assessments or student

work samples selected

SLO Process Steps:

School Leader

1.In September, principal and teacher meet to discuss teacher’s proposed SLO including applicable performance measures

2.Identifies any corrections, refinements, etc.

3.SLO form is signed

4.Follow-up timeline is established

Key Process Point

The SLO process

facilitates a conversation

about expectation

between educators

(principals and teachers)