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SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
SLOs and Maryland Reform Vision
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SLOs and Maryland Reform Vision

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This slide show provides an overview of Maryland's Vision for School Reform and the way in which SLOs fit into the overall vision.

This slide show provides an overview of Maryland's Vision for School Reform and the way in which SLOs fit into the overall vision.

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  • JEAN Welcome /IntroductionsGood Morning: I am Jean Satterfield, Ass’t State superintendent of Certification and AccreditationThank you for being here with us today for what is one in a series of three internal workshops for MSDE staff. For several months many parts of the Teacher/Principal Evaluation System has been in development.One of those parts includes the quantitative measurement piece and I am leading part of that work with the Student Learning Objective Committee. This committee is comprised of both internal and external colleagues. A small group of that committee of internal staff is here with us today and will be your facilitators: Please stand and introduce yourself.Thank you.Next I’ll turn the workshop over to Linda Burgee to Review the Agenda, packet materials and give you a brief overview of Student Learning Objectives as it is connected to the State Teacher/Principal Evaluation System.
  • LINDAMaryland’s Race To The Top Grant application has four areas of focus or assurances:Our work today will focus on:Redesign the model for preparation, development, retention, and evaluation of teachers and principals
  • LINDAMaryland’s Race To The Top Grant application has four areas of focus or assurances:Our work today will focus on:Redesign the model for preparation, development, retention, and evaluation of teachers and principals
  • LINDAImproving instruction is the lens through which we are approaching evaluation in Maryland The focus is on students achieving their potential and teachers receiving support. providing the guidance that this requires improving the support mechanisms necessary such as Customized Professional DevelopmentApproach for the teacher& evaluator discussionWe are not going to fire our way to excellence.
  • Transcript

    • 1. Student Learning Objectives and Maryland’s Reform Vision
    • 2. Maryland’s Vision for Education Reform Redesign Revise Teacher & Principalthe PreK-12 Maryland State Preparation, Development, Curriculum Retention, and Evaluation WORLD CLASS STUDENTS Build Implement a Statewide Technology Infrastructure the Breakthrough Center Approach 2
    • 3. Maryland’s Vision for Education Reform Redesign Revise Teacher & Principalthe PreK-12 Maryland State Preparation, Development, Curriculum Retention, and Evaluation WORLD CLASS STUDENTS Build Implement a Statewide Technology Infrastructure the Breakthrough Center Approach 3
    • 4. State Teacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures 50% Quantitative Measures 4 Domains Each 12.5% As defined below Planning and Classroom Professional Instruction Preparation Environment Responsibilities 12.5 % 12.5 % 12.5 % 12.5 % Elementary/Middle Elementary/Middle School Elementary/Middle School Teacher Teacher School Teacher High School or or or Teacher Two Content Areas One Content Area Non-Tested Subject• 10% - Reading MSA (Class) English/Language Arts Teachers: • 15% - School Performance • 15% - School Performance and • 20% - Reading MSA (Class) Index Index• 10% - Math MSA (Class) and and and and • 10% - School Performance Index • 35% - Student Learning • 35% - Student Learning• 10% - School Performance and Objectives Objectives Index • 20% - Student Learning Objectives and• 20% - Student Learning Mathematics Teachers: Objectives • 20% - Math MSA (Class) and • 10% - School Performance Index and 9/27/12 • 20% - Student Learning Objectives
    • 5. State Teacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures 50% Quantitative Measures 4 Domains Each 12.5% As defined below Planning and Classroom Professional Instruction Preparation Environment Responsibilities 12.5 % 12.5 % 12.5 % 12.5 % Elementary/Middle Elementary/Middle School Elementary/Middle School Teacher Teacher School Teacher High School or or or Teacher Two Content Areas One Content Area Non-Tested Subject• 10% - Reading MSA (Class) English/Language Arts Teachers: • 15% - School Performance • 15% - School Performance and • 20% - Reading MSA (Class) Index Index• 10% - Math MSA (Class) and and and and • 10% - School Performance Index • 35% - Student Learning • 35% - Student Learning• 10% - School Performance and Objectives Objectives Index • 20% - Student Learning Objectives and• 20% - Student Learning Mathematics Teachers: Objectives • 20% - Math MSA (Class) and • 10% - School Performance Index and 9/27/12 • 20% - Student Learning Objectives
    • 6. State Teacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures 50% Quantitative Measures 4 Domains Each 12.5% As defined below Planning and Classroom Professional Instruction Preparation Environment Responsibilities 12.5 % 12.5 % 12.5 % 12.5 % Elementary/Middle Elementary/Middle School Elementary/Middle School Teacher Teacher School Teacher High School or or or Teacher Two Content Areas One Content Area Non-Tested Subject• 10% - Reading MSA (Class) English/Language Arts Teachers: • 15% - School Performance • 15% - School Performance and • 20% - Reading MSA (Class) Index Index• 10% - Math MSA (Class) and and and and • 10% - School Performance Index • 35% - Student Learning • 35% - Student Learning• 10% - School Performance and Objectives Objectives Index • 20% - Student Learning Objectives and• 20% - Student Learning Mathematics Teachers: Objectives • 20% - Math MSA (Class) and • 10% - School Performance Index and 9/27/12 • 20% - Student Learning Objectives
    • 7. State Teacher Evaluation Model Professional Practice Student Growth 50 % Qualitative Measures 50% Quantitative Measures 4 Domains Each 12.5% As defined below Planning and Classroom Professional Instruction Preparation Environment Responsibilities 12.5 % 12.5 % 12.5 % 12.5 % Elementary/Middle Elementary/Middle School Elementary/Middle School Teacher Teacher School Teacher High School or or or Teacher Two Content Areas One Content Area Non-Tested Subject• 10% - Reading MSA (Class) English/Language Arts Teachers: • 15% - School Performance • 15% - School Performance and • 20% - Reading MSA (Class) Index Index• 10% - Math MSA (Class) and and and and • 10% - School Performance Index • 35% - Student Learning • 35% - Student Learning• 10% - School Performance and Objectives Objectives Index • 20% - Student Learning Objectives and• 20% - Student Learning Mathematics Teachers: Objectives • 20% - Math MSA (Class) and • 10% - School Performance Index and 9/27/12 • 20% - Student Learning Objectives
    • 8. Local Teacher Evaluation Models Professional Practice Student Growth 50 % Qualitative Measures 50 % Quantitative Measures Domain percentages proposed by LEA and approved by MSDE As defined below Planning and Classroom Professional Instruction Preparation Environment Responsibilities Additional Domains Based on Local Priorities Elementary/Middle Elementary/Middle Elementary/Middle School Teacher High School School Teacher or or School Teacher or One Content Area Teacher Two Content Areas Non-Tested Subject• 10 % - Reading MSA (Class) English/Language Arts Teachers: LEA proposed objective LEA proposed objective and • 20% - Reading MSA (Class) measures of student measures of student• 10 % - Math MSA (Class) and growth and learning growth and learning and • 30% - LEA proposed objective measures of linked to state and/or linked to state and/or• 30% - LEA proposed student growth and learning linked to state local goals and approved local goals and approvedobjective measures of and/or local goals and approved by MSDE by MSDE; no single by MSDE; no singlestudent growth and learning measure to exceed 35% measure to exceed 35%linked to state and/or local Mathematics Teachers:goals and approved by MSDE •20% - Math MSA (Class) and • 30% - LEA proposed objective measures of 9/27/12 student growth and learning linked to state and/or local goals and approved by MSDE
    • 9. State Principal Evaluation Model Professional Practice Student Growth 50% Qualitative Measures 50% Quantitative Measures 12 Domains Each 2-10% As defined below Maryland Instructional Leadership Framework (8)• School Vision Interstate School Leaders and• School Culture Licensure Consortium (4)• Curriculum, Instruction, and Assessment • School Operations and Budget• Observation/Evaluation of Teachers • Effective Communication• Integration of Appropriate Assessments • Influencing the School Community• Use of Technology and Data • Integrity, Fairness, and Ethics• Professional Development• Stakeholder Engagement Elementary/Middle School High School Other Principals (e.g., Special Principals or Principals or Center, PreK-2)•10% - Reading MSA (School) and •15% - School Performance Index •15% - School Performance Index• 10% - Math MSA (School) and and and •35% - Student Learning Objectives •35% - Student Learning Objectives• 10% - School Performance Index and•20% - Student Learning Objectives 9/27/12
    • 10. State Principal Evaluation Model Professional Practice Student Growth 50% Qualitative Measures 50% Quantitative Measures 12 Domains Each 2-10% As defined below Maryland Instructional Leadership Framework (8)• School Vision Interstate School Leaders and• School Culture Licensure Consortium (4)• Curriculum, Instruction, and Assessment • School Operations and Budget• Observation/Evaluation of Teachers • Effective Communication• Integration of Appropriate Assessments • Influencing the School Community• Use of Technology and Data • Integrity, Fairness, and Ethics• Professional Development• Stakeholder Engagement Elementary/Middle School High School Other Principals (e.g., Special Principals or Principals or Center, PreK-2)•10% - Reading MSA (School) and •15% - School Performance Index •15% - School Performance Index• 10% - Math MSA (School) and and and •35% - Student Learning Objectives •35% - Student Learning Objectives• 10% - School Performance Index and•20% - Student Learning Objectives 9/27/12
    • 11. State Principal Evaluation Model Professional Practice Student Growth 50% Qualitative Measures 50% Quantitative Measures 12 Domains Each 2-10% As defined below Maryland Instructional Leadership Framework (8)• School Vision Interstate School Leaders and• School Culture Licensure Consortium (4)• Curriculum, Instruction, and Assessment • School Operations and Budget• Observation/Evaluation of Teachers • Effective Communication• Integration of Appropriate Assessments • Influencing the School Community• Use of Technology and Data • Integrity, Fairness, and Ethics• Professional Development• Stakeholder Engagement Elementary/Middle School High School Other Principals (e.g., Special Principals or Principals or Center, PreK-2)•10% - Reading MSA (School) and •15% - School Performance Index •15% - School Performance Index• 10% - Math MSA (School) and and and •35% - Student Learning Objectives •35% - Student Learning Objectives• 10% - School Performance Index and•20% - Student Learning Objectives 9/27/12
    • 12. State Principal Evaluation Model Professional Practice Student Growth 50% Qualitative Measures 50% Quantitative Measures 12 Domains Each 2-10% As defined below Maryland Instructional Leadership Framework (8)• School Vision Interstate School Leaders and• School Culture Licensure Consortium (4)• Curriculum, Instruction, and Assessment • School Operations and Budget• Observation/Evaluation of Teachers • Effective Communication• Integration of Appropriate Assessments • Influencing the School Community• Use of Technology and Data • Integrity, Fairness, and Ethics• Professional Development• Stakeholder Engagement Elementary/Middle School High School Other Principals (e.g., Special Principals or Principals or Center, PreK-2)•10% - Reading MSA (School) and •15% - School Performance Index •15% - School Performance Index• 10% - Math MSA (School) and and and •35% - Student Learning Objectives •35% - Student Learning Objectives• 10% - School Performance Index and•20% - Student Learning Objectives 9/27/12
    • 13. Local Principal Evaluation Models Professional Practice Student Growth 50 % Qualitative Measures 50 % Quantitative MeasuresDomain percentages proposed by LEA and approved by MSDE As defined below Maryland Instructional Leadership Framework (8)• School Vision• School Culture Additional Domains• Curriculum, Instruction, and Assessment Based on Local• Observation/Evaluation of Teachers Priorities• Integration of Appropriate Assessments• Use of Technology and Data• Professional Development• Stakeholder Engagement Elementary/Middle School High School Other Principals Principals or Principals or (e.g., Special Center, PreK-2)• 10 % - Reading MSA (School) LEA proposed objective measures LEA proposed objective measures and of student growth and learning of student growth and learning• 10 % - Math MSA (School) linked to state and/or local goals linked to state and/or local goals and and approved by MSDE; no single and approved by MSDE; no single• 30% - LEA proposed objective measure to exceed 35% measure to exceed 35%measures of student growth andlearning linked to state and/orlocal goals and approved by MSDE 9/27/12
    • 14. Maryland Teacher and Principal Evaluation System Increased Student Teacher/Principal Achievement Evaluation WORLD CLASS STUDENTS Identified Areas of Recognition More Effective and Growth for Teaching and Teacher or Leadership Principal High Quality Professional Development 14

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