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Pennsylvania’s Teacher Effectiveness System. Central Columbia School District. Multiple Measures of Student Achievement. Building Level Data (School Performance Profile)

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central columbia school district

Pennsylvania’sTeacher Effectiveness System

Central Columbia School District


Multiple Measures of

Student Achievement

  • Building Level Data (School Performance Profile)

Academic Achievement, Graduation/Promotion Rate, Attendance, AP-IB Courses offered, PSAT, Building Level PSSA and Keystone Assessment Data

  • Correlation Data Based on Teacher Level Measures

PSSA, Keystone Data

3. Elective Data (SLOs)

a framework for teaching observation

Domain 1: Planning and Preparation

  • Demonstrating Knowledge of Content and Pedagogy
  • Demonstrating Knowledge of Students
  • Selecting Instruction Goals
  • Demonstrating Knowledge of Resources
  • Designing Coherent Instruction
  • Assessing Student Learning
  • Domain 2: The Classroom Environment
  • Creating an Environment of Respect and Rapport
  • Establishing a Culture for Learning
  • Managing Classroom Procedures
  • Managing Student Behavior
  • Organizing Physical Space
  • Domain 3: Instruction
  • Communicating Clearly and Accurately
  • Using Questioning and Discussion
  • Techniques
  • Engaging Students in Learning
  • Using Assessment in Instruction
  • Demonstrating Flexibility and Responsiveness
  • Domain 4: Professional Responsibilities
  • Reflecting on Teaching
  • Maintaining Accurate Records
  • Communicating with Families
  • Contributing to the School and District
  • Growing and Developing Professionally
  • Showing Professionalism
A Framework for TeachingObservation
  • Off StageOn Stage
differentiated supervision timeline of activity
Differentiated Supervision-Timeline of Activity
  • September: Individual Action Plan Submission by Teacher to Supervisor
  • October: Supervisor Approval/ Revision Requirements
  • October – May: Action Plan Implementation
  • October – May: Supervisory Contacts Continue as Necessary
  • January, February: Status Review Conference (Amend action plan, if necessary) **District Website
  • April, May: End of Year Conference/ Assessment
  • Introduce SLOs – Listen and Take Notes
  • 11:00 – 11:30: Answer questions and discussion with Teacher Leaders/Administrators about SLOs in Central Columbia
  • 11:30 – 12:30: Lunch on Your Own
  • 12:45 – SLO Writing
what is an slo
What is an SLO?

A process to

document a

measure of educator effectiveness

based on student

achievement of

content standards.

the slo process creating a relationship
The SLO Process: Creating a Relationship

Standards Based Education

Measurement of Student Achievement

Measurement of Educator Effectiveness

the pa slo template process

What it is supposed to be:

What it is not supposed to be:

  • A format to inform strong instructional practice and strong student achievement
  • A way to measure teacher effectiveness based on student achievement
  • An opportunity for teachers to define, describe and present data on student achievement in the content area that they teach
  • More paperwork for teachers that has no meaning or purpose
  • More testing for students
  • A weak substitute for PVAAS or other standardized testing data

The SLO in PA is written to a specific teacher and a specific class/course/content area for which that teacher provides instruction.

The SLO: It’s Yours!

1 set of students 1 subject 1 slo
1 Set of Students + 1 Subject = 1 SLO

Each teacher will choose ONE set of students and ONE subject area that they teach to write ONE Student Learning Outcome.

  • Think of it as providing a water sample of your teaching or a show and tell about what you do as an educator.

Many factors can influence the size of an SLO,

Time Frame

Course Content

Important LearningNeeds

but the process remains the same………..

  • Goals are based upon the “big ideas” within the content standards.
  • Performance indicators are specific, measureable, attainable, and realistic.
  • Performance measures should be valid, reliable, and rigorous assessments.
  • Data should be collected, organized, and

reported in a consistent manner.

  • Teacher expectations of student

achievement should be demanding.

slo template 10 0 process
SLO Template 10.0 Process

A tool used to identify goals, indicators, and performance measures for use in the greater Teacher Effectiveness System

Handout: SLO Template


Spanish 1

  • Students will be able demonstrate effective communication in the target language by speaking and listening, writing, and reading.
    • 8thGrade Art
    • Students will demonstrate the ability to manipulate visual art materials and tools to create works based on the ideas of other artists and to evaluate the processes and products of themselves and other artists.


The SLO Goal Statement:

What’s the Important Learning?

help for the big ideas sas curriculum framework ela math use pa core
Help for the Big Ideas -- SAS: Curriculum Framework**ELA/Math – Use PA Core

Targeted content standards used in developing the SLO.

  • Arts and Humanities:
  • 9.1, 9.2, 9.3, 9.4
  • http://pdesas.org/


Standards selection:

What Standards Match the

Goal Statement?

what standards match the goal statement
What standards match the goal statement?
  • Targeted content standards used in developing the SLO

Explains why the SLO is important and how students will demonstrate learning of the standards through this objective.


Rationale statement:

Why is this Learning Important?

Grade 8 Art:

Developing the ability to manipulate visual art materials and tools are important to the artistic creation process, as is the ability to evaluate the process and product created by oneself and others.

Child Development (FCS)

Understanding how children grow and develop will prepare individuals and families to meet challenges associated with raising children.

building performance measures and tasks
Building Performance Measures and Tasks

What does a Teacher do to administer a performance measure?

What must a Student know and do to complete a performance measure?

How does a Teacher

score a performance







Describes individual student

performance expectation

  • 3a.
  • What performance measure(s) –tests, assessments– will be used to measure student achievement of the standards, and what’s the expected student achievement level based on the scoring system for those measures?
  • 3b.
  • What’s the expected achievement level for unique populations? (IEP, students who did not do well on a pre-test, etc.)

3: Performance Indicator: What does Student Performance Look Like?


Performance Indicator Statement

HS Choral

Individual Vocal Assessment Task

Students will achieve proficient or advanced levels in 6 out of 8 criteria of the second scoring rubric.

5th Grade ELA

DRA text gradient chart

Students will demonstrate one year of reading growth


SLO Template Steps: Teacher


Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______


Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______


Describes the number of students expected to meet the performance indicator criteria.

5a: Proficient

80% to 92% of students meet the performance indicator.


Teacher Effectiveness Measure



5a: Proficient

80% to 92% of this audience can explain the SLO process to their stakeholders!

ccsd slo guidelines
CCSD SLO Guidelines
  • Classroom Context: SLO must be written to a specific teacher and a specific class/course/content area
  • SLO Goal:
    • Must use www.pdesas.org
    • Must include 1-3 grade level, specific PA standards (KUD and MAP)
    • Must include Big Idea from SAS
    • Must be, at least, 6 weeks in length
    • Can do individually or work with a group
  • Performance Indicators:
    • Options Optional
    • Goal must include entire grade, class or caseload
    • Each Performance Measure needs a target

Performance Measures:

    • Must have more than one
    • Must be valid
  • Teacher Expectations:
    • 93-100% = Distinguished
    • 80-92% = Proficient
    • 70-79% = Needs Improvement
    • 0-69% = Failing

After lunch, let’s work!!

If you need more examples,

Go to the SAS Website and log into Homeroom

(student learning objective on the right-cheat sheets)