Abstract
In new state teacher evaluation systems, Student Learning Objectives (SLOs) have emerged to satisfy requirements that teachers in non-tested subjects be evaluated by student growth measures (SGMs). Many of these systems conceive of SLOs as satisfying two distinct purposes: supporting instructional improvement and evaluating personnel. Based on data from a broader analysis of Race to the Top (RttT) state implementations, this chapter reviews initial design efforts, describes SLO implementations, and considers the roles SLOs should play as part of teacher evaluation systems. We argue that SLOs must be re-conceptualized as a measure of teacher practice, the tremendous variation in measure design needs to be closely scrutinized, and state administrators need to be conscious of the purpose for which they are using SLOs so that they may appropriately design valid teacher evaluation systems.
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