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Changes in Professional licensure Teacher evaluation system Training at Coastal Carolina University

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Changes in Professional licensure Teacher evaluation system Training at Coastal Carolina University
Changes in Professional licensure
Teacher evaluation system
Training at Coastal Carolina University
Induction and Licensure Changes
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Initial Licensure
Induction – up to 3 years
Annual Evaluation/continued licensure – professional development
Read to Succeed licensure/ endorsement – 5-10 years to obtain
New Teacher Evaluation System
Evaluation Components:
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Lesson observations (observational tool)
Student growth (SLO/value add test data)
District choice (parent surveys, student surveys, and/or student growth)
Principals will give preliminary SLO approval by Sept. 30th or Feb. 15th (if courses
are taught by semester.
• Principals will also do a Mid-course check-in to discuss student progress and a
summative teacher rating concerning the SLO’s impact on best practice
Student Achievement (Proficiency) vs. Student
Growth
Achievement
• Performance at one point in time
• Percentages of mastery level in the
classroom
• Set at a benchmark: 75% of
students scored met on the state
exam
Growth
• Performance between two to three
points in time
• Measures improvement based on
content standards
• Example: Student B grew 23%
between the beginning of the year and
the end of the spring semester
Definition of an SLO/Purpose
• A goal that demonstrates a teacher’s impact on student learning within a given
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interval of instruction
A measurable, long-term target that is based on the standards and relates to
academic performance.
They can be written by an individual teacher or a teacher team
Captures student growth in every classroom
Used to reinforce data driven teaching practices
Encourages collaboration, since teams can write them together and apply it to their
individual classes
SC Rules for the Process
• The SLO must include one class or course (preparation); teachers that teach
multiple courses are asked to develop the slo for the course that covers the largest
number of students on their roster (minimum of 6 students)
• The SLO must cover the entire span of the course whether it is one quarter,
semester, or year
• The SLO includes all students in the class/only students who aren’t present for 75%
of the class interval are to be excluded
• All educators in non-tested grades and subjects are required to develop and
implement one SLO. (no value-added measures available)
Quality Review Tool
• The tool assesses the SLO on three main components of the SLO:
• Content: Are the SLO objectives aligned to the standards? Is the objective
measurable?
• Rigor of Target: Is the growth target based on students’ baseline
performance, rigorous, yet attainable?
• Quality of Assessment: Does it measure the skills identified in the objective?
SLO Development Process
1. Identify core content and standards
2. Gather and analyze student data
3. Determine the focus of the SLO
SLO Development Process Continued
4. Select or develop an
assessment
5. Develop a growth target
and rationale
Steps to Writing an SLO
• 1. Objective of the SLO: This will identify the priority content and learning
that is expected during the interval of instruction. Should be broad enough
that it captures the breadth and depth of content during an extended
instructional period, but focused enough to be measurable.
Example: All students will demonstrate growth in their ability to collect
and analyze scientific data.
Rationale
• Explains how the target was determined, including the
data source and evidence used. The rationale should be
provided for each target, indicating how it will be
attainable, but rigorous. It gives the underlying reasons
for the objective of the Slo.
Baseline and Trend Data
• Describes the source(s) of data
• Students’ baseline knowledge prior to instruction and its relationship to the
growth targets established
• Trend data describes the patterns the educator identifies after analysis of the
baseline data. Example: pre- and post-data for mathematics from August to
December 2015.
Growth Targets
• After analyzing the trend data, the target describes where the
teacher expects the student to be at the end of the interval of
instruction. The target should be measurable and rigorous, yet
attainable for the interval of instruction. In many cases, the target
should be tiered so that it is both rigorous and attainable for all
students included in the SLO.
Student Population
• Specifies the student population targeted by the SLO.
Information should include, but is not limited to the following:
• Number of students in class
• Students with exceptionalities
• Descriptions of any academic supports that are provided to
students
Standards/Content and Interval of Instruction
• Standards: South Carolina standards used to describe the content
addressed in the SLO. The educator also provides the rationale for
why particular standards were selected for the focus of the SLO.
• Interval: Specifies the time period, or instructional interval for
which the objective is planned. Objectives are typically planned to
capture either year-long or semester-long growth.
Assessment (Pre and Post)
• Describes which assessment(s) will be used to measure student
learning, why the assessment is appropriate for measuring the
objective, and the grading scale and/or rubric used to score the
assessments. Consider state, district, school, and teacher-made
assessments.
Instructional Strategies
• Provides a description of the high yield instructional strategies
that will be employed during the SLO interval of instruction. The
teacher also describes any plans for accommodations and
differentiating instruction for learners of various proficiency
levels.
Progress Monitoring
• Describes the frequency of assessments used to measure student
progress towards the learning goal. Describe the instruments and
what will be done if students aren’t showing adequate progress
toward the goal.
Teacher Professional Learning
• Describes the research or training the teacher will complete in
order to successfully finish the plan. This could be in the form
of a professional development workshop, collaborative planning,
or research on the topic followed by planning and reflection.
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