Slippery Rock University Student Teaching

Student Learning Objective (SLO) Project

Adapted from the “Pennsylvania Teacher Candidate Effectiveness Assessment,” created by a PAC-TE subcommittee

Introduction: 

Teacher candidates in all undergraduate teacher certification programs at Slippery Rock University will complete a Student Learning Objective (SLO) project during student teaching.  This process and project has been designed to provide evidence of the effectiveness of the teacher candidates’ teaching, to provide teacher candidates with the opportunity to apply their knowledge of the Danielson Domains through their reflection on their teaching, and to provide teacher candidates with an experience similar to what they may complete as part of their future teacher evaluation. in short, teacher candidates should show that they can help students grow in their content area. 

Objective(s):

Through the completion of the Student Learning Objective Project, the teacher candidate will:

• Analyze student data and content standards to identify an area of growth for a target population of students.
• Develop pre- and post-assessments that can be used to determine student growth.
• Develop an instructional plan that reflects best practices in a specific teaching discipline.
• Implement an instructional plan and adapt instruction to the target population of students in the unique qualities of the environment in which they are learning.
• Analyze pre- and post-assessments to determine academic growth.
• Reflect on a cycle of planning, teaching, assessing and analyzing using Charlotte Danielson’s Domains for Teaching.
• Reflect on the ability to use technology, when appropriate, throughout the cycle of planning, teaching and assessing and analyzing.

Target Date(s):  To be completed during the student teaching semester.

Student Learning Objective (SLO):

The SLO Project is to be completed in three stages. As such, feedback can be provided to the teacher candidate by the cooperating teacher and university supervisor at key stages during the process. The tasks associated with each Stage are outlined below:

Stage 1:

Analysis of Student Performance Data

Identification of Instructional Needs

Identification of Target Population

Establishment of Achievement Goal

Stage 2: 

Development of Pre and Post-Assessment

Development of Instructional Plan

Stage 3: 

Delivery of Pre-Assessment

Delivery of Instructional Plan

Delivery of Post-Assessment and Analysis of Academic Growth

Instructional Reflection

Reflection on Technology