A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102

Autor/inn/en	Makkonen, Reino; Tejwani, Jaclyn; Rodriguez, Fernando, Jr.
Institution	Regional Educational Laboratory West (ED); WestEd; National Center for Education Evaluation and Regional Assistance (ED)
Titel	A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102
Quelle	(2015), (38 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evaluation Methods; Pilot Projects; Academic Achievement; Accountability; Teacher Evaluation; Tests; Teaching Methods; Scoring Rubrics; Scores; Principals; Teacher Competencies; Observation; Student Surveys; Teacher Attitudes; Teacher Improvement; Student Evaluation; Elementary School Teachers; Secondary School Teachers; State Standards; Correlation; Student Educational Objectives; Goal Orientation; Arizona; Utah + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Schulleistung; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; Scoring formulas; Auswertungsbogen; Principal; Schulleiter; Lehrkunst; Beobachtung; Schülerbefragung; Lehrerverhalten; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Zielorientierung; Zielvorstellung
Abstract	Approximately 30 states are now adopting teacher evaluation policies that include student learning objectives (SLOs), which are classroom-specific student test growth targets set by teachers and approved (and scored) by principals. Today state and district leaders are trying to determine the appropriate level of guidance and oversight to provide in support of this work. This study describes results of the pilot implementation of SLOs in two states--Arizona (with 363 teachers) and Utah (with 82 teachers)--that were implementing SLOs with the same aims: to positively affect student achievement and to fulfill the state's required student-accountability component for teacher evaluations. Findings indicated that, in their SLOs, Arizona teachers tended to target student proficiency growth on vendor-developed tests, without including any specifics about instructional strategies, while Utah's pilot teachers (over half of them special education teachers) tended to define their own SLO-focused instructional strategies and/or use their own classroom-level tests or rubrics, with goals geared toward students demonstrating knowledge (through project completion) or a physical skill. Arizona teachers' end-of-year SLO scores from their principals varied, distinguishing high- and low-performing teachers, and teachers with higher SLO scores were also rated higher on classroom observations and student surveys. Conversely, SLO scores varied little in Utah's pilot, with 89 percent of teachers "meeting expectations." (Utah's pilot teachers were not rated on other measures.) On end-of-year surveys, Utah pilot teachers generally perceived the SLO process as worthwhile and beneficial to their students and to their own professional growth; however, they did not perceive the SLO pilot as positively affecting their instruction or their knowledge of effective ways to assess students. (A low response rate precluded parallel survey analysis in Arizona.) Appended are: (1) Data and methodology; (2) Correlations between Arizona teacher measures, by grade span; and (3) Response frequencies for Utah's pilot teacher survey. (As Provided).
Anmerkungen	Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01