The continuing discussion on teacher evaluations has led many to ask how to go about evaluating teachers in non-tested subjects. Some states have chosen to instead rely heavily on classroom observations; however, a new strategy has evolved that would include a “student learning objectives” (SLO) component.
SLOs are “carefully planned goals for what a student will learn over a given time period…SLOs introduce a very precise process intended to evoke critical, evidence-based thought about a teacher’s students.” This tool was developed in Denver as part of their compensation system reform. The Community Training and Assistance Center (CTAC) conducted a four-year study of Denver’s reform, and has provided technical support to other districts—most notably Charlotte-Mecklenburg District, which just received the 2011 Broad Prize.
These objectives are set by teachers following three steps:
1. Review the data available about their students early in the year, including prior year performances and any pre-tests administered;
2. Set a designated number of objectives (usually two: classroom-wide and targeted);
3. Identify appropriate measurements.
Principals are responsible for validating the attainment of the objectives, which then leads to a teacher performance rating (or extra compensation, depending on the system). CTAC’s studies of SLOs indicate that the tool has promise, particularly in that it seems to connect teacher evaluations to student learning “while respecting teacher professionalism.”
To read more about SLOs, please visit http://www.ctacusa.com/slos.html
