Student learning is the ultimate measure of the success of a teacher and an instructional leader. One component of the Teacher Keys Effectiveness System is Student Growth. For teachers of tested subjects, this component consists of a student growth percentile measure. Tested subjects include reading, English language arts, mathematics, science, and social studies for grades 4-8 and all high school courses for which there is an End-of-Course Test (EOCT).
Non-tested subjects include all courses not listed as tested subjects. Approximately 70-75% of all teachers teach non-tested subjects for at least some portion of the instructional day. For teachers of non-tested subjects, this component consists of the Georgia Department of Education (DOE) approved Student Learning Objectives (SLO) utilizing local education agency (LEA) identified growth measures.
Student Learning Objective Overview
What is a Student Learning Objective (SLO)?
LEA developed SLOs are content-specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers’ impact on student learning, SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom
The primary purpose of SLOs is to improve student learning at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher’s instructional impact on student learning.
Essential SLO Components
Data Driven Process
Student Learning Objectives require that teachers, principals, and LEAs pay close attention to the annual academic progress made by students in non-tested subjects. LEA developed growth targets within SLOs are determined using baseline data, previous data, or data trends and are the foundation of the SLO process. Before writing SLO growth targets, LEAs should analyze assessment and other qualitative data to inform decisions.
Aligned with curriculum standards
SLOs must correlate with the Georgia Performance Standards (GPS), Common Core Georgia Performance Standards (CCGPS), or other national standards for the course being taught. District-selected standards should warrant the year-long or course-long focus of the students and teachers. They should be rigorous, measureable, and should deepen and extend knowledge for all students in the class/group/course. Each SLO must specify the exact course, subject, grade level, and set of standards for which it was designed.
Scope of SLOs
It is a LEA’s decision as to whether the SLO comprehensively addresses all course standards or addresses a prioritized set of standards. If a LEA chooses a set of prioritized standards, teachers are expected to teach all of the standards for the course and not exclude standards not assessed in the SLO.
Interval of instructional time
LEAs determine the pre and post assessment administration windows for each SLO. SLOs should be written for the entire length of the course being taught. For the majority of teachers, the instructional period is the full academic year. However, for teachers with courses that span only part of the academic year, the instructional period will be the duration of that course (e.g., a semester, six weeks, or nine weeks). The interval cannot change once approved.
Assessments and measures
An assessment measures student learning of the chosen standards. Appropriate measures of student growth differ substantially based on the learners’ grade level and content area. Therefore, the type and format of assessments will vary.
Student Learning Objectives Resources and Tools
Click here to access SLO resources and tools.