T tess goal setting

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Goal Setting and Self-Assessment


of pes y t es & student c r u of so reflect or data, y t e i var ata that educat a a Use ent d ngths, ict dat stud & stre ol/distr s o need and sch

tion a t l u cons ser n i ate apprai *cre

wi t h

Focus on im practices proving profess io & instru ctional s nal kills

Align stan with edu dard s in cator pe the T rf -TES ormanc e S sy st e m

PROFESSIONAL GROWTH GOALS*


Types of Goals

REMIN DER

ls a o G ance m r o Perf for

Create consu goals in ltation with appra iser

oals G m a r Prog nd rsonal a e p s s le se be Tend to reatening becau th , are less us on programs c they fo aterials, m , s ie it activ m, etc. curriculu

ce t chan on the s e b nt the Offer involveme se these au nal perso ’s part bec ocus r e ls f teach of goa e teacher’s s d n i k th e lly on than on th a c i f i c spe her s or, rat r program i v a h o be s t n stude

Learner G

oals

Provide an opportunity measure m ore accurate to ly how well the tea cher met a preestablished goal; howe v er, the ends-orienta tion of this kind of goal-sett ing has less effect on the mea ns of instru c tion and may ch ange annua lly


3 DEVELOP

5 PROMOTE

procedures for increasing the amount and quality of student-teacher interactions

2 INCREASE

or encourage personal sustainability

4 TAILOR

use of instructional objectives in developing effective classroom teaching strategies

questioning to different ability levels in the classroom

1 REFLECT

a desire to learn new skills, master new tasks, and understand new things

PERFORMANCE GOALS


Please take some time to reflect on the following questions prior to beginning the goal-setting process

What do I want to change about my practice that will effectively impact student learning?

2 How can I develop a plan of action to address my professional learning?

3 How will I know if I accomplished my objective?

Teacher Reflection

1


POST-IT TIME

WRIT ED

OWN

#3

3

?

THING S LIKE T YOU WOU LD OC IMPRO HANGE OR VE AB YOUR INSTR OUT UCTIO N

#1

?

#2

?


Specific

What you want to accomplish? Who, What, Where, When, Which, Why

Measurable

How will you demonstrate and evaluate the extent to which the goal has been met?

Ambitious/Attainable/ How can you set stretch and challenging goals within your own Actionable/Achievable ability to achieve the desired outcome? What is the action-oriented verb? Relevant

How does the goal tie into your key responsibilities? How is it aligned to the your objective? Is it aligned to best practices and research and/or district/ campus/team priorities?

Time-Bound

Does it have a clear end or target date with intermittent benchmarks to guide your goal to a successful and timely completion? Deadlines, Dates, Frequency, Etc.


SAMPLE GOAL By using strategies found in Pathways to Understanding by Laura Lipton, I will incorporate the use of at least three new instructional strategies into my teaching practice during the school year to help students become independent learners and problem solvers.

Strategy #2 Strategy #1

Strategy #3

2

1

3


Specific

the use of at least three new instructional strategies

Measurable

to help students become independent learners and problem solvers (The evidence for effectiveness might include the following: comparison of student work samples from assignments given before and after using the three strategies.)

Ambitious/Attainable/ Actionable/Achievable

Incorporate three new instructional strategies (action verb)

Relevant

found in Pathways to Understanding (research based)

Time-Bound

during the 2015-2016 school year


APPRAISER GOAL REVIEW & FEEDBACK

Administrators will review the teacher’s goal to determine if it meets the following criteria:

☐ Does the goal articulate what the teacher wants to change about his/ her practice that will effectively impact student learning?

☐ Does the goal include a plan of action to address the teacher’s professional learning?

☐ Does the goal include sources of evidence that would serve as success criteria for meeting the identified objective?


Impact instruction and student achievement!

DIMENSION. What is/are the correlating T-TESS dimension(s)?

GOAL. What do you want to achieve?

ACTIONS. How will you accomplish this goal?

TARGET. When do you anticipate your goal will be met? EVIDENCE. How will you know your goal has been met?


SAMPLE GOAL-SETTING PROCESS COMPLETED

Intention to Engage in Learning Action Verb

I will incorporate

Describe Area of Focus

Include Relevance

Add Actions/ Activities

What?

Why?

How?

the use of at least three new instructional strategies into my teaching practice

to help students become independent learners, which will result in a 10% increase in all STAAR-tested areas

by using strategies found in Pathways to Understanding by Laura Lipton

I will improve

my communication of goals, expectations, and directions clearly to my students

so that the purpose of each lesson is clear and they will know how to proceed on assignments.

by using repetition and modeling the correct procedures

I will use

at least five different leveled questions in my classroom discussions

to promote student by using Bloom’s thinking so that Taxonomy as a student guide understanding of all curriculum is improved, resulting in a 10% increase in all STAAR-tested areas

Estimate Completio n Date

Identify Possible Evidence of Goal Attainment

When?

How Will You Know?

June 2016

•  Examine individual student work samples from lessons before and after using the new strategies to see the difference in the way they develop their essays •  Compare students’ results on the STAAR exams from last year to this year December •  Give my students weekly surveys 2015 between September and December asking them to rate on a scale of 1-4 how well they understood the purpose of our lessons and assignments that week •  Compare weekly survey results to allow me to change teaching strategies to improve student outcomes June •  Keep samples of the questions that I 2016 ask each day in each content •  Compare student work samples before and after my use of the leveled questions •  Compare students’ results on the STAAR exams from last year to this year


SAMPLE GOAL-SETTING PROCESS COMPLETED

What action(s) will you take? What do you How will you want to know the goal How will you achieve? has been met? accomplish the goal? Specific

Measurable

Attainable/Ambitious/ Action

Why is this important?

When do you hope to complete this?

Identify possible evidence of Goal attainment

Relevant

Time-Bound

How Will You Know?

I will increase my knowledge of effective strategies for working with ELL students

resulting in a by working with my 10% increase in PLC group and the language incorporating three proficiency of new research-based my ELL strategies into my students planning, instruction, and the learning environment

to accommodate the individual language proficiency needs of my ELL students

I will improve my abilities to monitor and adjust instruction

resulting in a 10% increase in the STAAR scores for all of my students

to increase time for instruction and reduce student misunderstan dings

through targeted questioning techniques at varied levels of cognition, the use of wait time, and academic feedback to students

* Adapted from Rochester City School District Suggested Goal Setting Process

each •  grading period during the 2015-16 school year •

Compare my lessons from last year to my lessons this year and review the new strategies that I have included Compare the results on the ELL language proficiency through TELPAS of my ELL students from last year to this year each Increased ability to effectively quarter monitor and adjust instruction as during the measured through 2015-16 •  Peer and administrator school year feedback •  Student responses/cognition •  Student performance data, i.e., student work samples, unit assessments, grades, and state assessments


Teach for Texas Professional Goals Training Video

Teach for Texas Professional Goals Template

T-TESS

Teach for Texas

Teach for Texas Professional Goal Setting Process

Teach for Texas Professional Goals Completed Sample Template

Teach for Texas Resources


Eduphoria Resources


Eduphoria Resources


Eduphoria Resources


Eduphoria Resources


Eduphoria Resources


Eduphoria Resources


Eduphoria Resources


T-TESS GOAL-SETTING DUE DATES


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