Transcript Teacher Evaluation for Teachers in Non

Teacher Evaluation
for Teachers in
Non-Tested Grades
and Subjects
A Pennsylvania Perspective
Created by O David Deitz for the PMEA Leadership Conference 7/16/12
(there are still a lot of questions to
be asked and answered!)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
(B) FOR PROFESSIONAL EMPLOYES AND TEMPORARY PROFESSIONAL
EMPLOYES WHO SERVE AS CLASSROOM TEACHERS, THE FOLLOWING
SHALL APPLY:
(1) BEGINNING IN THE 2013-201 4 SCHOOL YEAR, THE EVALUATIO N
OF THE EFFECTIVENESS OF PROFESSIONAL EMPLOYES AND
TEMPORARY
PROFESSIONAL EMPLOYES SERVING AS CLASSROOM TEACHERS
SHALL GIVE
DUE CONSIDERATION TO THE FOLLOWING:
(I) CLASSROOM OBSERVATION AND PRACTICE MODELS THAT ARE
RELATED TO STUDENT ACHIEVEMENT IN EACH OF THE FOLLOWING
AREAS:
(A) PLANNING AND PREPARATION.
(B) CLASSROOM ENVIRONMENT.
(C) INSTRUCTION.
(D) PROFESSIONAL RESPONSIBILITIES.
(II) STUDENT PERFORMANCE, WHICH SHALL COMPRISE FIFTY PER
CENTUM (50%) OF THE OVERALL RATING OF THE PROFESSIONAL
EMPLOYE
OR TEMPORARY PROFESSIONAL EMPLOYE SERVING AS A
CLASSROOM TEACHER
AND SHALL BE BASED UPON MULTIPLE MEASURES OF
• STUDENT ACHIEVEMENT.
Goal:
An effective
teacher in every
classroom.
Teacher Effectiveness System in Act 82 (HB 1901)
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level
Data, 15%
Building Level Data
PSSA Achievement
PVAAS Growth
Graduation Rate
Promotion Rate
Attendance Rate
AP Course Participation
SAT/PSAT
Teacher Specific Data
PSSA Achievement
Teacher Specific PVAAS Growth
Data, 15%
IEP Growth
Locally Developed District Rubrics
Observation/
Evidence,
50%
Elective
Data, 20%
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
5
Charlotte Danielson’s
Framework for Teaching
Observation/Evidence
Four Domains
Danielson Framework Domains
22 Components
1. Planning and Preparation
50%
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level Data
•Building Level Data
• PSSA Achievement
Building Level Data
Achievement
• PVAAS GrowthPSSA
PVAAS Growth
Graduation Rate
• Graduation Rate
Promotion Rate
Attendance Rate
AP Course Participation
• Promotion Rate
SAT/PSAT
• Attendance Rate
• AP Course Participation
• SAT/PSAT
15 %
Teacher Specific/Elective Data
Teacher Specific Data
PSSA Achievement
PVAAS Growth
IEP Growth
Locally Developed District Rubrics
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
For NTGS: Elective
15%
20%
35%
What are some ways to
develop evidence of student
achievement in non-tested
grades and subjects?
Three Approaches to the Challenge
Measures of Collective Performance
Other Assessments
Student Learning Objectives
Measures of Collective Performance
School-wide growth measures
(like the PA Report Card)
Standardized assessments used to
measure the performance of groups of
teachers (like program evaluation)
Other Assessments
Standardized end of course assessments,
formative-benchmark-unit assessments
Teacher-developed assessments of
student learning or growth
Student Learning Objectives
Content- and grade/course-specific measurable
learning objectives that can be used to
document student learning over a defined
period of time
Can be written to measure growth or mastery
What are other states/schools using
for non-tested grades and subjects?
Student Learning
Objectives
• NY, IN, MA, GA, UT, RI, NH,
New Haven CT, Austin TX
Other
Assessments
• FL, DE, Pittsburgh PA
Measures of
Collective
Performance
• KY, Pittsburgh PA
What model might be most
appropriate for PA to develop?
Student
Learning
Objective
Models
Models of
Student
Assessment
Measurement
of Student
Performance &
Teacher
Effectiveness
What is PA planning to do
?
Student Learning
Objectives with
Model Assessments
Why this approach?
The “other assessment” approach causes
narrowing of curriculum and is not financially
sustainable.
The “measures of collective performance” are
already included in the formula (required by
Race to the Top) and do not offer NTGS
teachers an opportunity to be evaluated on
what they actually teach.
SLOs that don’t describe the assessment
protocol tend to lack a true learning focus.
The Approach
• Provide a method for teachers to write SLOs.
• Provide a method for teachers to design
assessments appropriate to the SLO.
• Provide piloted and peer-reviewed models on the
PDE SAS website.
• Provide professional development appropriate to
SLO development.
The Methodology:
AN SLO TEMPLATE
Looking at the components of
PA’s SLO Template…..
•
•
•
•
•
•
•
•
•
Teacher Information
Course Information
Learning Objective
Data and Targets Used to Establish the SLO
Assessment/Performance Task
Administration of the Assessment/Performance Task
Data Collection
Implementation Timeline
Teacher Effectiveness Measure
…one piece at a time.
Teacher Information
Teacher Name
School Name
District Name
Course Information
Course Title
Content Area
Grade Level(s)
Brief Course Description
Number of students per class/session
Number of minutes per class/session
Frequency of classes/sessions
Total number of classes/sessions
LO (Learning Objective)
(SLO) Student Learning Objective
SLO Rationale
 Why was this objective chosen?
 How do you know it is a worthy area of focus?
 What are the transfer goals?
 Based upon this objective, how will students be able to independently demonstrate
their learning?
Curriculum Framework Connection
 What are the big ideas, essential questions, concepts and competencies (as
identified by PA’s Curriculum Framework) to be measured?
Big Ideas
Essential Questions
Concepts
Competencies
Standards Alignment
 Based upon the big ideas, essential questions, concepts and competencies selected,
identify the content standards that are aligned to this objective.
Data and Targets Used to Establish the SLO
Awareness of student level of preparedness
 What, if any, are the course or grade prerequisites?
 What is shown by the current (baseline) data?
 Which students may need targeted objectives (e.g.
students with IEPs, diverse learners, etc.)?
Targets
 What is the expected outcome (goal) by the end of the
designated instructional period (i.e., year, semester,
course length, etc.)?
 Using student baseline data, how many differentiated
targets/goals are needed?
 Are the targets ambitious yet realistic?
Assessment/Performance Task
Assessment/Performance Task Name
Description of the Assessment/Performance Task
 Describe the assessment/performance task that will be used to measure the learning
objective (LO).
 Consider any products or artifacts that will be gathered as part of the data collection
process.
 Identify the developer of the assessments/performance task used (e.g., teacher-made,
district-developed, commercial, etc.).
Assessment/Performance Task Objectives Rationale
 Describe how the assessment/performance task authentically reflects the learning
objective (LO).
 How is this assessment/performance task a reliable and valid measure of student
mastery or growth aligned with expected outcomes and goals?
 How does the assessment/performance task measure the ability of students to
independently apply what they have learned?
 How is the assessment/performance task free of bias?
 How do the assessment/performance task outcomes inform instruction?
 How does the assessment/performance task align with grade, school and district level
curricular goals?
Growth or Mastery
Does this
assessment/performance
task align with the
student achievement
goals for the
LO?
Growth (change in student achievement across two or
more points in time)
Mastery (attainment of a defined level of achievement)
Growth and Mastery
Administration of the Assessment/Performance Task
Frequency of Assessment/Performance Task Administration
 How often and when is this assessment/performance task administered?
 If measuring growth, are multiple assessment windows in place?
Resources Required
 What unique or specific equipment, technologies, or resources are needed to
complete this assessment/performance task?
Adaptations for Diverse Learners and/or Students with Disabilities
 What adaptations built into the assessment/performance task are needed
assist diverse learners and/or students with disabilities?
Personnel
 Can this assessment/performance task be administered by an equivalent
peer? (If not, please explain.)
 Does a district policy exist with regard to assessment/performance task
administration?
Data Collection
Measuring Student Progress/Preparation
 How was baseline data collected? (If baseline data was not collected, please explain.)
 Can baseline data be compared with the results of this assessment/performance task?
Data Collection
 In what format will data be collected (e.g., database, graphed, portfolio, etc.)?
 Is a pre-post test being used? (If so, please describe.)
 How frequently will data be collected?
Rubrics and Scoring Scales
 How will individual student growth or mastery be determined (defined and scored) using this
assessment/performance task? Include the specific rubric/scoring scale that will be used.
 Does the rubric and/or scoring scale correlate with the assessment/performance task?
Data Interpretation
 How can the assessment/performance task results be interpreted in the same way across
equivalent peers?
 Is there a reliable and valid scoring and interpretive process (i.e., state developed, district-based,
commercial, standardized, etc.) that is associated with the assessment/performance task? If so,
please describe.
Implementation Timeline
Date SLO is due to
principal
Date(s) for Assessment
and Data Collection
Dates to complete Data
Interpretation
Date to present Teacher
Effectiveness Measure
Teacher Effectiveness Measure
Classroom Objective
How will the aggregated scores of individual student assessment results be used to define teacher
effectiveness?
Failing: few students
Needs Improvement:
Proficient: A significant Distinguished: An
achieve content mastery less than a significant
number of students
exceptional number of
or growth
number of students
achieve content
students achieve
achieve content
mastery or growth
content mastery or
mastery or growth
growth
Targeted Objective
How will the mastery or growth of targeted student populations be described and used to define
teacher effectiveness?
Failing: Did not meet goal, Needs Improvement:
little to no student
Did not fully meet goal
mastery or growth
but showed some
student mastery or
growth
Targeted Population:
Mastery and/or growth goal:
Proficient: Met goal or
otherwise
demonstrated
significant student
mastery or growth
Distinguished:
Surpassed goal or
otherwise
demonstrated
significant student
mastery or growth
Teacher Effectiveness Ratings
What were the results of the assessments/tasks and how do they relate to the
classroom and targeted objectives?
Classroom Objective
Notes/Explanation
Failing
Needs Improvement
Proficient
Distinguished
Targeted Objective
Failing
Needs Improvement
Proficient
Distinguished
Notes/Explanation
SLO Process Dimension
SLO –Assessment Developers-Expertise
 Who was involved in establishing the SLO and what is
their expertise?
Exemplars of Student Work
Let’s see how we can apply this
template to a music teaching
setting.
(Since choir is what I know the best,
I’ll do a choir SLO. With a little
reworking, this SLO would be
applicable to other performance
situations.)
Teacher Information
Teacher
Name
School
Name
District
Name
O David Deitz
Teacher Effectiveness Demonstration
PA Dept of Education
Course Information
Course Title
Choir
Content Area
Music
Grade Level(s)
6-8, 9-12
Brief Course Description
Secondary level music course that provides opportunity to develop
and apply the skills, techniques and knowledge appropriate to choral
singing. An integral part of the course is the on-going preparation for
public concert performances; in and out of school.
Number of students per class/session
30-70
Number of minutes per class/session
40
Frequency of classes/sessions
3 times per week
Total number of classes/sessions
108
LO (Learning Objective)
(SLO) Student Learning Objective
Students will develop independent performance skills appropriate to
positive musical contribution to a choral performing ensemble.
SLO Rationale
 Why was this objective chosen?
 How do you know it is a worthy area of focus?
 What are the transfer goals?
 Based upon this objective, how will students be able to
independently demonstrate their learning?
The quality and musicality of a choir is dependent on each individual
as a contributor to the collective whole. Individual assessment
informs each students of his/her progress and contribution as an
independent musician and (hopefully) as a life-long participant in
choral singing.
Curriculum Framework Connection
 What are the big ideas, essential questions, concepts and
competencies (as identified by PA’s Curriculum Framework) to
be measured?
The skills, techniques, elements and principles of the
Big Ideas
arts can be learned, studied, refined and practiced.
Essential Why is it important to be able to create, recreate and
Questions perform music independently?
While much of the school-based musical experience
happens within a group, it is also important for people
Concepts
to be able to create, recreate, rehearse and perform
music independently.
Demonstrate the ability to independently create,
Competencies recreate, rehearse and perform musical works and
explain why this is important.
Standards Alignment
 Based upon the big ideas, essential questions, concepts and competencies
selected, identify the content standards that are aligned to this objective.
Academic Standards for the Arts and Humanities
9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual
Arts
A. Know and use the elements and principles of each art form to create works
in the arts and humanities
Music elements: • duration • intensity • pitch • timbre
Music principles: • composition • form • genre • harmony • rhythm •
texture
B. Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in the
arts.
Music: • sing • play an instrument • read and notate music • compose and
arrange •improvise
C. Integrate and apply advanced vocabulary to the arts forms
Data and Targets Used to Establish the SLO
Awareness of student level of preparedness
 What, if any, are the course or grade prerequisites?
 What is shown by the current (baseline) data?
 Which students may need targeted objectives (e.g. students with
IEPs, diverse learners, etc.)?
There are no prerequisites for this class. No audition is required, but
early screening to assign students to a choral singing part can provide
the teacher with some baseline information. Students may have
previously been in a choral ensemble class, providing a previous year
summative assessment. In addition to information provided by IEPs,
students with singing difficulties (pitch matching, speech problems,
rhythm problems, and vocal production problems) may need
objectives tailored to the nature of the difficulty. Four students with
pitch match/tonality problems are identified for this SLO.
Targets
 What is the expected outcome (goal) by the end of the
designated instructional period (i.e., year, semester, course
length, etc.)?
 Using student baseline data, how many differentiated
targets/goals are needed?
 Are the targets ambitious yet realistic?
Each student will demonstrate an ability to sing his/her choral part
independently in an unaccompanied setting, exhibiting mastery
and/or growth in such components as tone quality, expression and
style, phrasing, pitch, intonation, rhythm, diction and articulation.
Assessment/Performance Task
Assessment/Performance Task Name
Choral Music-Individual Student Performance
Description of the Assessment/Performance Task
 Describe the assessment/performance task that will be used to measure the
learning objective (LO).
 Consider any products or artifacts that will be gathered as part of the data
collection process.
 Identify the developer of the assessments/performance task used (e.g., teachermade, district-developed, commercial, etc.).
Each member of the high school choir will individually perform a teacherchosen unaccompanied excerpt from the concert music (repertoire). These
will be recorded by having students sing either into a microphone or within
the visual and audio range of a video camera. Music selected for the second
assessment will be of an equivalent grade level, as adjudicated by
professional music organizations.
Assessment/Performance Task Objectives Rationale
 Describe how the assessment/performance task authentically reflects the
learning objective (LO).
 How is this assessment/performance task a reliable and valid measure of
student mastery or growth aligned with expected outcomes and goals?
 How does the assessment/performance task measure the ability of students
to independently apply what they have learned?
 How is the assessment/performance task free of bias?
 How do the assessment/performance task outcomes inform instruction?
 How does the assessment/performance task align with grade, school and
district level curricular goals?
Individual assessments are the only way of ascertaining student progress
within the context of the larger performance ensemble. Assessments of
this type can both be used as an on-going process through formative
assessments (making the necessary pedagogical adjustments in
instruction and learning, for both the teacher and the student), as well as
summative assessments in the final stages of concert preparation.
Growth or
Mastery
Does this
assessment/
performance
task align with
the student
achievement
goals for the
LO?
Growth (change in student achievement
across two or more points in time)
Mastery (attainment of a defined level
of achievement)
Growth and Mastery
Administration of the Assessment/Performance Task
Frequency of Assessment/Performance Task Administration
 How often and when is this assessment/performance task administered?
 If measuring growth, are multiple assessment windows in place?
Students will be assessed at the end of the second quarter and again
at the end of the fourth quarter.
Resources Required
 What unique or specific equipment, technologies, or resources are needed to
complete this assessment/performance task?
 Current choir repertoire, consisting of an eclectic representation of
music from various styles, levels of difficulty, and written in various
harmonic approaches (homophonic, polyphonic, syllabic, etc.).
 Each student will be given an assessment rubric included in their folder,
in order to be familiar with the standards and various levels of
proficiency.
 Basic recording device in order to record student assessments.
Adaptations for Diverse Learners and/or Students with Disabilities
 What adaptations built into the assessment/performance task are
needed assist diverse learners and/or students with disabilities?
Students may be diagnosed/identified as possessing emotional or mental
disorders such as ADHD, ADD, & MR; requiring instructional and
assessment adaptations, according to the requirements of IDEA and the
student’s IEP. Adaptations may include factors such as: the student’s
comfort level in singing alone; student ability to learn, comprehend or
retain subject matter; or to perform certain passages with rhythmic or
melodic accuracy when singing alone.
Personnel
 Can this assessment/performance task be administered by an
equivalent peer? (If not, please explain.)
 Does a district policy exist with regard to assessment/performance task
administration?
This assessment could be administered by an equivalent peer; it can also
be administered by the student.
Data Collection
Measuring Student Progress/Preparation
 How was baseline data collected? (If baseline data was not collected,
please explain.)
 Can baseline data be compared with the results of this
assessment/performance task?
Assessment from the 2nd quarter will establish baseline data for the
4th quarter.
Data Collection
 In what format will data be collected (e.g., database, graphed, portfolio,
etc.)?
 Is a pre-post test being used? (If so, please describe.)
 How frequently will data be collected?
Data will be collected from listening to the recordings and notating
the level of student performance on the attached rubric. This process
will be administered twice; the first will be considered a pre-test.
Rubrics and Scoring Scales
 How will individual student growth or mastery be determined
(defined and scored) using this assessment/performance task?
Include the specific rubric/scoring scale that will be used.
 Does the rubric and/or scoring scale correlate with the
assessment/performance task?
Students will be assessed using the following rubric:
COMPONENT
A. Tone Quality
4-Advanced
Tone is
consistently
focused, clear, and
centered
throughout the
range of the voice.
3-Proficient
Tone is focused, clear
and centered through
the normal singing
range. Extremes in
range sometimes
cause tone to be less
controlled. Tone
quality typically does
not distract from the
performance.
2-Basic
Tone is often focused,
clear and centered,
but sometimes the
tone is uncontrolled in
the normal singing
range. Extremes in
range are usually
uncontrolled.
Occasionally the tone
quality distracts from
overall performance.
1-Below Basic
The tone is often not
focused, clear or
centered regardless of
the range, significantly
detracting from the
overall performance.
B.
Expression and
Style
Performs with a
creative nuance
and style in
response to the
score and limited
coaching.
Typically performs
with nuance and style
that is indicated in the
score or which is
suggested by
instructor or peer.
Sometimes performs
Rarely demonstrates
with nuance and style
expression and style. Just
that is indicated in the plays the notes.
score or which is
suggested by instructor
or peer.
C. Phrasing
Phrasing is always
consistent and
sensitive to the
style of music
being sung.
Phrasing is usually
consistent and
sensitive to the style
of music being sung.
Phrasing is usually
consistent and
occasionally sensitive
to the style of music
being sung .
D. Pitch
Virtually no errors.
Pitch is very
accurate.
An occasional isolated
error, but most of the
time pitch is accurate
and secure.
Some accurate pitches, Very few accurate or
but there are frequent secure pitches.
and/or repeated errors.
E. Intonation
Exemplary
intonation.
Practically of
pitches are sung in
tune.
Slight imperfections,
but most pitches are
sung in tune,
maintaining tonal
center (key)
throughout.
Regular intonation
Significant intonation
difficulties, lacking
difficulties throughout,
consistent tonal center. resulting in poor tonal
center or recognizable
melody.
Phrasing is rarely
consistent and/or rarely
sensitive to musical style.
F. Rhythm
The beat is secure
and the rhythms
are accurate for
the pitches being
sung.
The beat is secure and
the rhythms are
mostly accurate. There
are a few duration
errors, but these do
not detract from the
overall performance.
The beat is somewhat
erratic. Some rhythms
are accurate. Frequent
or repeated duration
errors. Rhythm
problems occasionally
distract from the
overall performance.
The beat is usually erratic
and rhythms are seldom
accurate distracting
significantly from the
overall performance.
G. Diction
Student articulates
clearly, and the
text of the music is
understandable.
Student articulates the
words somewhat
clearly, and the text
can be understood
most of the time.
Student sometimes
Student rarely articulates
articulates the words,
the words and the text is
but the text is often not not discernible.
discernible.
H. Articulation
Manner of
articulation is
stylistically clear,
agile and unified,
according to the
written musical
excerpt, adding a
significant degree
of clarity and
contrast to the
music.
Manner of articulation
is mostly clear,
according to the
written musical
excerpt. Minor and
infrequent
inconsistencies do not
significantly distract
form the musical
clarity and contrast.
Manner of articulation
is inconsistent and/or
awkward and/or
incorrect, according to
the written musical
excerpt. Adding some
clarity and contrast.
Manner of articulation is
not very evident,
according to the written
excerpt, resulting in very
little to no clarity and
contrast.
Data Interpretation
 How will the assessment/performance task results be interpreted in the same
way across equivalent peers?
 Is there a reliable and valid scoring and interpretive process (i.e., state
developed, district-based, commercial, standardized, etc.) that is associated
with the assessment/performance task? If so, please describe.
An equivalent peer could adjudicate student performance using this rubric by
listening to the recordings. This process has a history of reliability, as found
through the CT state common assessments. (ctcurriculum.org)
Implementation Timeline
Date SLO is due to principal
Prior to the start of the school year.
Date(s) for Assessment and Data 1st assessment: second week in January
Collection
2nd assessment: 3rd week in May
Dates to complete Data
Interpretation
Date to present Teacher
Effectiveness Measure
1st week in June
June 5, 2013
Teacher Effectiveness Measure
Classroom Objective
How will the aggregated scores of individual student assessment results be used to define teacher
effectiveness?
Failing: few students
Needs Improvement:
Proficient: A significant Distinguished: An
achieve content mastery less than a significant
number of students
exceptional number of
or growth
number of students
achieve content
students achieve
achieve content
mastery or growth
content mastery or
mastery or growth
growth
50% -74% of students
will achieve
Less than 50% of
proficient or
students will achieve
proficient or advanced advanced levels in 6
out of 8 components
levels in 6 out of 8
components (mastery) (mastery) or will
achieve improved
or will achieve
improved scoring in 3 scoring in 3 out of 8
out of 8 components, components, with no
with no decrease in the decrease in the other
5 components
other 5 components
(growth).
(growth).
70 % -84% of
students will achieve
proficient or
advanced levels in 6
out of 8 components
(mastery) or will
achieve improved
scoring in 3 out of 8
components, with no
decrease in the other
5 components
(growth).
85% -100% of
students will achieve
proficient or
advanced levels in 6
out of 8 components
(mastery) or will
achieve improved
scoring in 3 out of 8
components, with no
decrease in the other
5 components
(growth).
Targeted Objective
How will the mastery or growth of targeted student populations be described and
used to define teacher effectiveness?
Failing: Did not meet
goal, little to no
student mastery or
growth
Needs
Proficient: Met
Distinguished:
Improvement: Did goal or otherwise Surpassed goal
not fully meet goal demonstrated
otherwise
but showed some significant student demonstrated
student mastery or mastery or growth significant student
growth
mastery or growth
Targeted Population: Four students are identified as having pitch match/tonality
problems, as determined by history of participation and/or initial screening via
audition process.
Mastery and/or growth goal: Students with pitch match problems/tonality
problems will be assessed with vocal or piano support, on the same voice part,
with an expectation that pitch match occur a minimum of 90% of the time.
Teacher Effectiveness Ratings
What were the results of the assessments/tasks and how do they relate to the
classroom and targeted objectives?
Classroom Objective
Failing
Needs Improvement
Proficient
Distinguished
Notes/Explanation
Targeted Objective
Notes/Explanation
Failing
Needs Improvement
Proficient
Distinguished
Literature selected was not comparable
between the two assessments.
SLO Process Dimension
SLO –Assessment Developers-Expertise
 Who was involved in establishing the SLO and what is their
expertise?
SLO/Student Assessment Development Team June 2012
Sheryl Monkelien, Chair, Music Education - Mansfield University
Margaret Bauer, Executive Director – PMEA
Dennis Emert, Instrumental Music – Fox Chapel SD – Pittsburgh
Gerald Savage, Chair, Vocal Department, CAPA – Pittsburgh
Ross Whiting, Fine Arts & Humanities Department – Bok Tech HS – Philadelphia
Jamie Kasper, Associate Director – Arts Education Collaboration – Pittsburgh.
Exemplars of Student Work
Exemplars can be found at ctcurriculum.org.
What is it that the PA SLO process
hopes to accomplish?
To meet federal Race to the Top Requirements
To meet state legislated teacher evaluation
requirements
To utilize some processes that teachers
already have in place
To inform principals as to appropriate
processes in content areas with which they
may not be familiar
To provide teachers in non-tested grades and
subjects an opportunity to be evaluated in
their content area
To inform and instruct teachers in non-tested
grades and subjects about standards-based
education design:
1)
2)
3)
4)
5)
Curriculum Frameworks
Standards
Backward Design
Transfer of Learning
PA Standards Aligned System Website

To have an
effective teacher
in every classroom.
Thanks for all that you do
to bring the arts to the
students and communities
in Pennsylvania!
OK, I guess this won’t affect
my golf game too much!
Phase
III
Teacher
Effectiveness
Pilot
•
•
•
•
•
•
Want to develop or pilot an SLO?
Name/email
School/District
Principal Name/email
Specific Discipline in Music
Develop-Pilot-Both
Questions? [email protected]