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Part 2: The SLO Cycle, Components, and SLO Support Items��

Identify the steps in the SLO cycle

Begin planning district considerations and decisions around SLOs

Identify the components of the SLO

How to use selected SLO Support Resources to implement the SLO process

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The SLO Process Through the Year

Sources:

Lachlan-Haché, L., Cushing, E., & Bivona, L. (2012). Student learning objectives as measures of educator effectiveness: The basics. Washington, DC: American Institutes for Research. Retrieved from http://educatortalent.org/inc/docs/SLOs_Measures_of_Educator_Effectiveness.pdf

Center on Great Teachers and Leaders. (2013). Student Learning Objective Professional Learning Module. Washington, DC. Retrieved from http://www.gtlcenter.org/technical-assistance/professional-learning-modules/introduction-student-learning-objectives

Teachers

Teachers &

School Leaders

Teachers &

School Leaders

Teachers &

School Leaders

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SLO Development Process: �District Decisions

Districts will need to make several key decisions to determine what role teachers will play in developing their SLOs. Specifically, districts will need to decide who is responsible for:

Identifying 1-2 high priority standard(s)/indicators or Competencies for the Profile of a SC Graduate
Determining the focus of the SLO
Gathering and analyzing baseline data
Selecting or developing an assessment
Establishing Learning Objective

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SLO Approval:�District Decisions

Will the district develop guidance on how school and teacher leaders can give feedback on draft SLOs?

Will the district collect all approved SLOs in the first semester?

Will the district use SCLead to record data for approved SLOs?

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Midcourse Check-In�District Decisions

Under what circumstances (if any) will the district allow teachers to adjust learning objectives or other components of the SLO based on the midcourse check-in?

Will the district provide guidance or resources for supporting school leaders in having professional conversations around student performance and SLO progress?

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SLO Scoring�District Decisions

The district will need to determine an SLO scoring methodology

Which scoring rubric will be used?

How will districts support evaluators to think through difficult situations with scoring?

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Discussing Summative SLO Ratings�District Decisions

Will the district provide guidance or support for school or teacher leaders in having professional conversations on student data and teacher performance in the end of year conference?

Will the district provide guidance or support around connecting SLO data to professional growth opportunities?

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SLO Timeline

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Teacher Autonomy

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SLO Rubric

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Anatomy of the SLO

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Sections I-II

This slide shows the various components of the SLO template on page 1, Sections 1 & 2.

Section I. is for the Student Population and Baseline Data. You can complete this section with the content below in mind:

a. What do I already know about the students in my focus class?

Information could include the number of students, a description of students with exceptionalities (e.g., learning disability, gifted and talented, and/or language learner status), easily accessible reports of last year’s performance, information from the Rally Analytics platform, etc. This should

require reflection, not extensive research on the part of the teacher.

b. What do I know about the support my students will need to be successful in this class/content area?

Response could include information from LEAP pre-assessments or summer academic recovery camps.

Click here to enter text.

Section II. is for the Priority Standard and Learning Objective. You can complete this section with the content below in mind:

a. Identify one to two high priority content standard(s) and indicators or SC Profile of a Graduate Competencies that will provide the basis of the SLO learning objective.

Consider using math or English priority standards. Other content areas may consider a skill- or practice-based standard that spirals back multiple times.

b. Related to that priority standard or competency, what should students be able to do at the end of the SLO interval?

The Learning Objective should be aligned with course- or grade-level content standards or SC Profile of a Graduate Competencies. The goal should be broad enough to capture essential skills but focused enough to be measurable. Alternatively, educators may set a growth goal using the or existing data team structures or the Rally platform.

Click here to enter text.

c. What evidence will tell me that a student has met this learning objective?

Consider what formative and summative assessment data is already collected as part of your course that can be used to measure this objective. Multiple measures and incorporation of existing assessments are encouraged. This evidence can be connected to existing data team/PLC structures or work with the Rally platform.

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Sections III-V

Take time here to review the Inclusive Learning Strategy Document

This slide shows the various components of the SLO template on page 2, Section 3.

Section III. is for the Instructional Strategies and Inclusive Learning Environment. You can complete this section with the content below in mind:

a. When I consider my professional practice and growth, what is one instructional practice that will be my focus connected to this professional goal? Why?

b. Which SCTS 4.0 Rubric Indicator(s) is most connected to this instructional practice?

c. Student success is deeply connected to the learning environment. Which inclusive learning strategy is most connected to your planning for a positive learning environment? Choose an item.

d. When you think about this group of students and this content, how will this strategy help you intentionally create a positive classroom community that helps all students take risks and grow as independent learners?

Section IV. is for the Mid-course Progress Monitoring. You can complete this section with the content below in mind:

a. Educator Reflections. How did you monitor students’ mastery of the learning objective? How has your instructional practice impacted students so far?

b. General Reflections. The educator and evaluator may add additional reflections here.

Section V. is for the Conference Reflection (End of Year Conference). You can complete this section with the content below in mind:

a. Evidence that students met the student learning objective.

b. Reflection on Data

How does the data inform my instructional practice, goal setting, or my professional development plan for next year?

c. SLO Rating

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SLO/PGDP Template

for the

(TLG) Teacher Leadership Goal

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Guidance on Creating Teacher Leadership Goals as a part of a teacher’s Professional Growth and Development Plan

When is a Teacher Leadership Goal Appropriate?

A Teacher Leadership Goal is appropriate when a teacher wants to incorporate reflection on leadership into his/her professional growth and development plan.

A Teacher Leadership Goal is an appropriate substitute for the Student Learning Objective (SLO) in two cases.

The Lead Teacher, a teacher who is accountable for the growth of other teachers. Teachers who coach pre-service or in-service teachers as a cooperating teacher, mentor, coach, or hybrid teacher leader would qualify as lead teachers.

2. The Master Teacher, a teacher who is actively seeing recognition of their

expertise in teaching. Teachers who are pursuing National Board certification,

a stack of instructional micro-credentials, or another formal recognition

assessed externally would qualify as aspiring master teachers.

Take time here to review the TLG Guidance document

Section II. Professional Goal

Teacher Leadership Goal

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�The SLO Template

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A Closer Look at The SLO Template

The example you see here is created on the SLO planning template. It represents the standard template provided by the state. Local districts might have their own planning template that represents additional information, and a different order. Nonetheless, you will see the same common components.

The SCDE does not collect SLO templates. Districts maintain the SLO planning template and related documentation.

The first page of the template is the dashboard. Here you will see information related to the teacher including the teacher’s name, school, content and grade level, interval of instruction, as well as the Student Population and Baseline Data.��Our sample teacher – Ms. Wren – has 3 sections of 9^th grade Algebra II.

She has chosen to focus on ONE of the classes, which means all students from that class will be included. The SLO interval of instruction, in this case, is one semester. The interval of the SLO lasts for the duration of time the teacher is responsible for planning, delivering and assessing instruction.

The teacher’s SLO must be approved in a timely fashion according to district timelines.

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Using SCLead to Write/Manage SLOs