Student Learning Objectives (SLOs)- Teachers
Student Learning Objectives (SLOs) are long-term, broad academic statements that describe an expectation for student improvement and learning related to the most important skills/knowledge students should have by the end of the year/course.
They should address the central purpose of a teacher’s assignment, taking into account baseline data on student performance, and pertain to a large proportion of a teacher’s students.
SLOs are measured by Indicators of Academic Growth and Development using appropriate sources of evidence and including specific targets for student mastery or progress. Taken together the SLO and IAGD are used as a measure of student learning by all educators participating CT’s Educator Evaluation and Support system.
Indicators of Academic Growth and Achievement (IAGDs)
- Are based on results of assessments, which may include standardized and non-standardized measures;
- May require consultation with colleagues with more expertise to determine appropriate measures and targets;
- Indicator statements for the teacher evaluation should follow SMART Goal language: Specific/Strategic, Measurable, Aligned/Attainable, Results-Oriented and Time-Bound; and
- There must be at least one IAGD per SLO.
Comparing Administrator and Teacher SLOs
Within the SEED Handbook, there is difference between how teachers should format SLOs and IAGDs as compared with administrators. The table below provides further clarification.
|Administrator SLOs combine the three areas of teacher SLO into one SMART statement. They are written like a SMART goal and include target, measurement and time within a single SLO.They should:
||Teacher SLOs contain three component parts: Broad goals for student learning that address a central purpose, a rationale that explains why this is an important area of improvement, and at least one IAGD which is the specific evidence, with a quantitative target, that will demonstrate whether the objective was met.|
The Process of Setting SLOs for Teachers