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

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Title: A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102
Language: English
Authors: Makkonen, Reino, Tejwani, Jaclyn, Rodriguez, Fernando, Regional Educational Laboratory West (ED), WestEd, National Center for Education Evaluation and Regional Assistance (ED)
Source: Regional Educational Laboratory West. 2015.
Availability: 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/
Peer Reviewed: Y
Page Count: 38
Publication Date: 2015
Contract Number: EDIES12C0002
Document Type: Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: 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
Geographic Terms: Arizona, Utah
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.
Abstractor: As Provided
Number of References: 21
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=451
Entry Date: 2015
Accession Number: ED561236
Database: ERIC
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  Data: A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102
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  Data: <searchLink fieldCode="AR" term="%22Makkonen%2C+Reino%22">Makkonen, Reino</searchLink><br /><searchLink fieldCode="AR" term="%22Tejwani%2C+Jaclyn%22">Tejwani, Jaclyn</searchLink><br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Fernando%22">Rodriguez, Fernando</searchLink><br /><searchLink fieldCode="AR" term="%22Regional+Educational+Laboratory+West+%28ED%29%22">Regional Educational Laboratory West (ED)</searchLink><br /><searchLink fieldCode="AR" term="%22WestEd%22">WestEd</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Education+Evaluation+and+Regional+Assistance+%28ED%29%22">National Center for Education Evaluation and Regional Assistance (ED)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Regional+Educational+Laboratory+West%22"><i>Regional Educational Laboratory West</i></searchLink>. 2015.
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  Data: 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/
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  Data: 38
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Educational+Objectives%22">Student Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
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  Data: 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.
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  Data: 21
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  Data: Yes
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  Data: ED561236
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
    Subjects:
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Pilot Projects
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: State Standards
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Student Educational Objectives
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Arizona
        Type: general
      – SubjectFull: Utah
        Type: general
    Titles:
      – TitleFull: A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102
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