elevating celebrating effective
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DESCRIPTIONElevating celebrating effective. Teaching and teachers. Welcome!. Agenda. Participants will be: i ntroduced to Common Core introduced to the Framework for Teaching Lesson Planners (FFT) introduced to Student Learning Outcomes (SLOs) - PowerPoint PPT Presentation
Welcome!1Teaching and teachersElevating celebrating effective Introduce2 Welcome!AgendaParticipants will be:introduced to Common Coreintroduced to the Framework for Teaching Lesson Planners (FFT)introduced to Student Learning Outcomes (SLOs)Use our new Crosswalk documents to create a lesson plan aligned to Common Core and FFT
Common CoreEnglish Language ArtsBuilding knowledge through content-rich nonfiction and informational textReading and writing grounded in evidence from the textRegular practice with complex text and its academic vocabularyMathematicsFocus strongly where the Standards focusCoherence: think across grades, and link to major topics within gradesRigor: require conceptual understanding, procedural skill and fluency, and application with intensityTransition to Common Core
https://transitiontocommoncore.wikispaces.hcpss.org/PGCPS Common Core linkPGCPS Common Core Portal is under constructionSee your handouthttp://www1.pgcps.org/commoncore/https://sites.google.com/a/pgcps.org/common-core-schools/https://sites.google.com/a/pgcps.org/common-core-parent-portal/https://sites.google.com/a/pgcps.org/common-core-portal/
Common core in maryland
MathematicsCommon Core in MarylandMathematicsKindergartenGrade 1Grade 2Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8High School: Number & QuantityHigh School: AlgebraHigh School: FunctionsHigh School: ModelingHigh School: GeometryHigh School: Statistics & Probability
Crosswalks for Mathematics: finalized by AASL and the PGCPS crosswalk is coming9Common core in MarylandReading/ELA FrameworksReading LiteratureReading Informational TextReading Foundational SkillsWritingSpeaking and ListeningLanguageLiteracy for History/Social Studies, Science & Technology Frameworks
Common core in MarylandReading/ELA FrameworksReading LiteratureReading Informational TextReading Foundational SkillsWritingSpeaking and ListeningLanguageLiteracy for History/Social Studies, Science & Technology Frameworks
Common Core and Maryland School Reform
UnderstandingStudent Learning Objectives (SLOs)
February 2013Prince Georges County Public Schools
13Todays OutcomesReview outcomes of the days half day workshop
What new information is presented about teacher evaluation? What aspects will remain the same?
What training do you think you need to fully understand and implement the processes mentioned?
What are some potential technological glitches? Do you see any conflicts with existing efforts? What are they?
How does this information align with the other responsibilities?During the 2013-14 school year, the state of Maryland will roll out changes regarding how every teacher and principal is evaluated.
We (PGCPS) are involved in the pilot so that we can provide feedback on how the process went and next steps.
Take a few minutes to read and about how evaluations are changing in Maryland Classroom: Teacher and Principal Evaluations.
15Student Learning Objective Framing Student Learning Objectives are not a disconnected initiative. Rather, they bring together all the essential aspects of instruction.
Curriculum, standards, instruction, assessment and data review, inform high quality SLOs
Instructional CoherenceGood instruction includes gathering data, setting goals based on that data, and assessing whether goals have been met
Briefly discuss how all these pieces interconnect and that although this is a new way to think about teacher evaluation it is built on concepts we are all very familiar with!
Talking Points:As we transition to align our curriculum to common core, we are setting new goals or standards for our students to meetWe currently utilize data from pre and post assessments, other classroom data, projects, performance and portfolios to determine if students are meeting the standards of our content areasThe development of SLOs formalizes this process16Maryland Educator Effectiveness Committee: Mandated more robust evaluation tools for teachers and administrators who receive Race to the Top funding
50% Professional Practice:
50% Student Growth Measures:Multiple Measures(ex. Local Tests, State Tests, Attendance, and SLOs)These two components are true for both administrators and teachers. 17State Teacher Evaluation ModelCharlotte Danielsons Framework For Teaching and LearningProfessional Practice Student GrowthPlanning Preparation12.5 %Instruction12.5 %
Classroom Environment12.5 %Professional Responsibilities12.5 %Elementary/Middle School Teacher Two Content Areas
10 % - Reading MSA (Class)
10 % - Math MSA (Class)
20 % - Student Learning Objectives (S.L.O.s)
10 % - School Performance Index (SPI)
Elementary/Middle School Teacher One Content Area
ELA 20% - Reading MSA (Class) 20% - Student Learning Objectives (S.L.O.s) 10% - School Index (SI)orMATH 20% - Math MSA (Class) 20% - Student Learning Objectives (S.L.O.s)10% - School Performance Index (SPI)Elementary/Middle School Teacher Non-Tested Subject
35% - Student Learning Objectives (S.L.O.s)
15% - School Performance Index (SPI)
35% - Student Learning Objectives (S.L.O.s)
15% - School Performance Index (SPI)
50 % Qualitative Measures 50 % Quantitative MeasuresorororRev.5-15-1218SPI = Achievement Growth Gap Reduction College and Career Readiness(Participants should have this as a full page handout)SLOs are part of a bigger picture of overall evaluation
Student growth required as a significant factor in evaluating teachers and principals This is the State-defined professional practice framework
Reviewing student data, setting achievement goals, etc. is not new its always been a best practice good principals and teachers do this now - this has been part of the evaluation and accountability discussion for many of you. What is new is this process brings consistency of structure and expectations for all of us versus some of us.
HOW HAVE YOU BEEN MEASURING STUDENT GROWTH UP TO THIS POINT?
We want to acknowledge at the onset that the process is evolving, messy and will have trail and error the pilot will help refine the process.18State Principal Evaluation ModelProfessional Practice Student GrowthSchool VisionSchool Culture Curriculum, Instruction, and AssessmentObservation/Evaluation of Teachers Integration of Appropriate Assessments Use of Technology and Data Professional Development Stakeholder Engagement Elementary/Middle School Principals
10% - Reading MSA (School) 10% - Math MSA (School) 10% - School Performance Index20% - Student Learning Objectives (SLOs) High SchoolPrincipals
30%* - Student Learning Objectives (SLOs) 20%* - School Performance Index*Amendment submitted to USDE to change to: 35% - Student Learning Objectives (SLOs)15% - School Performance Index Other Principals (e.g., Special Center, PreK-2)
35% - Student Learning Objectives (SLOs) 15% - School Performance Index
50% Qualitative Measures 50% Quantitative MeasuresororSchool Operations and BudgetEffective CommunicationInfluencing the School CommunityIntegrity, Fairness, and Ethics12 Domains Each 2-10%Principals will also be evaluated based upon professional practice and student growthPilotAs part of the pilot, the following content areas will participate in the creation of Student Learning Objectives
Refer to schools in pilot handout in the Packet and who constitutes a teacher in the law- COMAR REGULATIONs
As part of the pilot, the following content areas will participate in the creation of Student Learning Objectives
20A Student Learning Objective (S.L.O.) isAdapted from New York State District-wide Growth Goal Setting Process Road Map for DistrictsRead this slide starting with middle circle: a Student Learning Objective is
MSDE suggested that each teacher or principal create 2-4 SLOs which will focus on the most valuable learning for that content and specific instructional interval. During the pilot cycle, we are recommending 1 SLO for teachers
Note: Developing and using Student Learning Objectives is not a new strategy and is in use in some of our LEAS in Maryland.
21Review the components of SLO
An SLO consist ofData ReviewStatement of ObjectiveAligned StandardsRationaleStudent PopulationBaseline EvidenceInterval of InstructionTarget/Evidence of GrowthScoringInstructional Strategies for Attaining ObjectivesProfessional Development
22Anatomy of a Student Learning Objective Student Learning Objectives include:
Statement of ObjectiveRationaleAligned StandardsStudent PopulationInterval of InstructionBaseline EvidenceTargetRationale for Target(s)Evidence of GrowthScoring
Priority of ContentRigor of TargetQuality of EvidenceExplain how the sections of the SLO form can all be chunked into the three main criteria we use these 3 areas to approve SLOs
Priority of ContentIs this objective aligned to school and/or district level priorities?Is the objective aligned to state and/or national standards?
Quality of EvidenceIs the assessment completely aligned to measure the identified content/skills of the objective?Does the assessment provide the specific data needed to determine if the objective was met?Can the assessment be compared across classrooms and schools?
Rigor of TargetIs the target(s) aligned with annual expectations for academic growth or mastery?What data source(s) informed the target that was set?Is the target(s) rigorous, yet attainable for all students?W