Elective Data / SLOs

Elective Data / SLOs 07/02/14

Multiple Measures Principal Effectiveness Ratings as Defined in Act 82 • For the overall principal effectiveness rating, we know that… • 50% will comprise the observation/practice piece (Framework for Leadership). • 15% will be derived from building level data (School Performance Profile – SPP). • 15% will be determined by the relative strength of conversation regarding the connectedness between average teacher observation/practice ratings and teacher-level measures. • 20% will incorporate Elective Data / SLOs for principals.(note: for 2014-15, elective data is optional) 2

Principal Effectiveness System in Act 82 of 2012 Building Level Data/School Performance Profile Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Historically Underperforming Students Academic Growth PVAAS Other Academic Indicators Extra Credit for Advanced Achievement Observation/ Practice Framework for Leadership Domains Strategic/Cultural Leadership Systems Leadership Leadership for Learning Professional and Community Leadership Correlation Data/Relationship Based on Teacher Level Measures Elective Data/SLOs District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements 3 June 26, 2014

Elective Data / SLOsPurpose and Approach • The intention is that principal elective data/SLOs align with LEA and/or schools goals. • Elective data/SLOs are designed to serve several purposes: • 1. To provide educators with an opportunity to actively participate in their own evaluation • 2. To increase student achievement • 3. To improve educator effectiveness • 4. To foster collaboration among colleagues • 5. To align the work of individual educators with LEA and school goals 4

Elective Data / SLOsPurpose and Approach • Results from the Framework of Leadership, Correlation Data, and/or Building Level Score can be used to help inform the focus areas for the Elective Data/SLOs. • When determining critical content for the focus of the SLO, teachers and administrators should work to align their objectives with LEA-level priorities and school-level objectives. 5

The graphic below shows alignment among the LEA (District) Goals, School Improvement Goals, and Principal Elective Data / SLOs.* 6

Elective Data / SLOsTemplate with Guiding Questions 7

Elective DataTemplate with Guiding Questions 11

Elective Data / SLOsProcess and Guidance Provided below is a process that supervising administrators and principals/school leaders may find beneficial when completing the Elective Data/SLO Template for Principals/School Leaders. Initial Conference – Summer (prior to the beginning of school) • This initial conference should be held prior to the beginning of the school year once the principal/school leader(s) has completed a draft of the Elective Data/SLO Template for Principals/School Leaders for the upcoming school year. • If multiple administrators are working to draft an SLO, the supervising administrator should determine the logistics for the initial meeting. 12

Elective Data / SLOsProcess and Guidance Initial Conference – Summer (prior to the beginning of school)(Continued) • The principal/school leader(s) and the supervising administrator should discuss the draft SLO and the alignment of LEA and school goals. Refer to the Elective Data/SLO Template for Principals/School Leaders – Guiding Questions to help guide these discussions. • During or shortly after this meeting, the supervising administrator will approve the SLO. If revisions are required, the SLO should be revised and resubmitted by the principal/school leader(s). • The date of the initial conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s) and the supervising administrator. 13

Elective DataProcess and Guidance Mid-Year Conference • The principal/school leader(s) and supervising administrator will meet mid-way through the instructional interval to examine any formative data and discuss progress. • Changes may be made to the SLO by agreement of all parties. This course correction allows for consideration of complexities such as unexpected gaps in student learning or other factors that interfere with the instructional cycle. • The date of the mid-year conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s) and the supervising administrator. 14

Elective DataProcess and Guidance End-Of-Year Conference • Once student data becomes available, the principal/school leader(s) and the supervising administrator will meet to discuss results. • The principal/school leader(s) will present data/evidence related to the SLO and discuss outcomes, lessons learned and next steps. • This meeting will result in a rating (0, 1, 2, or 3) as it pertains to the expectations of performance levels agreed to at the initial conference. The date of the end-of-year conference and SLO approval date should be noted on the Elective Data/SLO Template for Principals/School Leaders and signed by the principal/school leader(s) and the supervising administrator. • The rating should be placed on the Principal/School Leader Rating Form. 15

Elective Data / SLOsSources of Data to Inform the Process • Prior to the initial meeting, the supervising administrator and principal/school leader should begin thinking about sources of data/information that can help inform the SLO Process. • It is recommended to look at the following sources of data/information from the prior year to help inform the current year’s SLO process: • Framework for Leadership (in particular, Domain 3: Leadership for Learning) • Results of Correlation Data Analysis • School Performance Profile (SPP) 16

Elective Data / SLOsABC High School Example (Simulation #1) • Referring back to our ABC High School – Simulation #1 example, we learned the following from our correlation analysis: • The PVAAS Math – Algebra I subgroup has been identified with a poor connectedness with SPP and PVAAS. Therefore, it would be imperative to include the PVAAS Math – Algebra I subgroup in the development of strategic interventions to increase student achievement. This could be accomplished through a Principal SLO and/or Teacher SLOs for this subset. • The PVAAS ELA-Literature subset was identified with limited connectedness with SPP and good connectedness with PVAAS. However, the PVAAS score is close to the lower margin in the “good” range. Therefore, opportunities exist to work with these teachers in the analysis of the data and develop strategic interventions to increase student achievement. Perhaps reviewing the pedagogies of the two newest teachers would be beneficial since they have the two highest PVAAS scores? 17

Here is the Academic Score (SPP) Simulation #1 – ABC High School The SPP Score is 54.1 18

Elective Data / SLOsABC High School Example (Simulation #1) Using the correlation analysis and SPP from ABC High School Simulation #1, as well as the Framework for Leadership, the following is an example of a completed SLO template. 19

Elective Data / SLOsABC High School Example (Simulation #1) 20

The mission of the Pennsylvania Department of Education is to lead and serve the educational community, to enable each individual to grow into an inspired, productive, fulfilled lifelong learner. 25

Elective Data / SLOs