In every district, more educators agree than disagree that they share a common language for the SLO process¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Developing a common language about instruction among district and school practitioners enhances implementation of the evaluation system. → Slotnik 2015
Evidence¶
Slotnik 2015¶
Slotnik, W. J., Bugler, D., & Liang, G. (2015). Change in Practice in Maryland: Student Learning Objectives and Teacher and Principal Evaluation. Mid-Atlantic Comprehensive Center (WestEd and Community Training and Assistance Center). https://eric.ed.gov/?id=ED568386
q3 · i? · associational · r2
Statewide survey results across all 24 local school districts (19,022 respondents). The report describes a common language about instruction as a factor that enhances implementation of the evaluation system and its components.
"In every district, more teachers and principals agree than disagree that they have a common language to describe the SLO process, and that expectations are clear."
Discussion¶
Related Claims¶
- Educators who participated in TPE-related training agree more with positive statements about TPE than those without training or information — related
- Among SLO districts the most frequently reported benefit was increased collaboration, while alternative assessment-based value-added models were perceived as fairer than SLOs — related
- Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items — related
- Educator perceptions of TPE become more positive with each year of implementation — related
- Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked — related
- Teachers in the top quartile of districts on SLO support report receiving at least five SLO support strategies at rates 20 percentage points higher than teachers in the bottom quartile — related
- Educators report insufficient SLO training and scarce SLO quality rating rubrics as key implementation challenges — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
common-language-slo-process |
title |
In every district, more educators agree than disagree that they share a common language for the SLO process |
description |
In every district, more educators agree than disagree that they share a common language for the SLO process |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — slotnik-2015 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.