focus on student learning & growth and professional goals

Multiple Measures- Focus on Student Learning & Growth and

Professional Goals

This Morning’s Learning Targets:

• I understand the student growth & professional goal setting process, instrument and the impact on student learning.

• I can begin to coach teachers through the student growth & professional goal setting process

• I can write, implement, and monitor a SMART goal that is appropriate for measuring long-term student growth.

• I can write, implement, and monitor a professional goal that is appropriate for measuring an educator’s professional growth

MULTIPLE MEASURES FOR TEACHER & PRINCIPAL

EFFECTIVENESS

Professional Responsibilities

Student Learning and Growth

All measures are supported through artifacts and evidence.

What are the purposes ofGoal Setting?

Focus on student results

Explicitly connect teaching and learning

Improve instructional practices and teacher performance

Tool for school improvement

Student Growth & Professional Goal Setting

Template

Goal Setting ConferenceGoal Setting Components Categories of Evidence for Multiple

Measures

Content Professional Practice

Context Professional Practice

Baseline Data Professional Practice, Student Learning and Growth

Student Growth Goal Statement Student Learning and Growth

Professional Growth Goal Professional Practice, Professional Responsibilities

Strategies for Improvement Professional Practice, Professional Responsibilities

Resources and Support Professional Practice, Professional Responsibilities

Student Growth Process

Alignment of Student Growth Process and Template

Goal Setting Components Student Growth Process

Baseline Data Step 1

Student Growth Goal Statement

Step 2

Strategies for Improvement Steps 3 & 4

Strategies for Modification Step 4

Reflection on Results Step 5

Alignment of Goal Template and Danielson Domains

Goal Setting Components Danielson Domain


Domains 1, 3, 4

Professional Growth Goal Domains 1, 2, 3, & 4

Content Domain 1

Context Domain 1

Baseline Data Domain 1, 3

Strategies for Improvement Domains 1, 2, 3, & 4

Resources and Support Domains 1, 2, 3, & 4

Step 1: Determining Needs

Anna Tate

8th Grade Language Arts TeacherPre-Assessment of

Student Ability in Writing

Rubric used for Assessing Students1 2 3 4

Audience &

Purpose

The writer may identify a general topic but demonstrates little or no awareness of purpose or audience.

The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience.

The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.

The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information.

Idea

Development

The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant.

The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support.

The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments.

The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments.

Organization

& Structure

The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures.

The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences.

The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion.

The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures.

Student Audience & Purpose

IdeaDevelopment

Organization & Structure

Average

Student 1 2 2 1 1.67Student 2 3 3 4 3.33Student 3 1 1 1 1Student 4 2 2 1 1.67Student 5 3 2 2 2.33Student 6 3 2 2 2.33Student 7 2 1 1 1.33Student 8 1 1 1 1Student 9 3 3 3 3Student 10 2 2 1 1.67Student 11 3 2 2 2.33Student 12 3 3 3 3Student 13 1 1 1 1Student 14 3 3 4 3.33Student 15 3 2 2 2.33Student 16 2 2 2 2Student 17(no response) 0 0 0 0

Student 18 3 3 2 2.67Student 19 3 3 4 3.33Student 20 2 1 1 1.33Average 2.25 1.95 1.9

Student Performance by Groups

Low Performing

Students

Mid Performing

Students

High Performing

Students

Audience &

Purpose.75 2.54 3.0

Idea

Development.75 2.08 3.0

Organization

& Structure.75 1.62 4.0

Baseline Data

Step 1: Determining Needs

Step 2: Creating Goals Using the SMART Process

SMART Goal Process

Anna’s Goal

Student Growth Goal Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better overall.

A good goal statement is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound

Anna’s Goal

Student Growth Goal Statement: For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall.

A good goal statement is one that is…

Specific

Measurable

Appropriate

Realistic

Time-bound

You need to KNOW your students in

order to judge the goal.

Let’s Practice

On your own, Decide if the goal provided is SMART.Refer to the SMART Criteria.

Next, Share your thinking and rationale. Others at your table may have the same goal. If it is not SMART, discuss possible adjustments to meet SMART criteria.

How SMART is this Goal?

P.E. Teacher’s GoalFor the 2013-14 school year:

Curl ups: •Level 1 students will increase their baseline by 9; Level 2 students by 7; Level 3 students by 4 Mile Run:•Level 1 students will decrease their baseline by 4 min.; Level 2 students by 2 min.; Level 3 by 1 min.Reach and stretch:•Level 1 students will increase their baseline by 7 cm.; Level 2 by 5 cm.; Level 3 by 2 cm.

As measured by the Presidential Fitness Test


Science Teacher’s Goal

For the current school year, all of my students will make measurable progress in each of the

four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis).

All students will achieve at the 3 level of performance on a 4-point rubric in each area.


Art Teacher’s GoalAll students will demonstrate measurable

progress in each of the rubric areas (Elements & Principles, Creativity & Originality,

Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.

Step 2: Creating Goals Using the SMART Process

Setting Professional Growth Setting Professional Growth GoalsGoals

Student Learning and Growth

All measures are supported through artifacts and evidence.

Evaluation and Professional Growth Cycle

Self Reflection to Identify Growth Needs

Using the lens of the Framework for Teaching, in which domains and components do you have greatest need for professional growth?

Reflect on each domain and component.

Highlight the indicators that best describe your current teaching practice in Domain 3.

List the components which represent areas for growth.

Identity 1 or 2 components as priority areas.

Completing the Self Reflection

Anna’s Self ReflectionComponent: Self-Assessment:

2A - Creating an Environment of Respect and Rapport U B P D

2B - Establishing a Culture for Learning U B P D

2C - Managing Classroom Procedures U B P D

2D - Managing Student Behavior U B P D

2E - Organizing Physical Space U B P D

3A - Communicating with Students U B P D

3B - Using Questioning and Discussion Techniques U B P D

3C - Engaging Students in Learning U B P D

3D - Using Assessment in Instruction U B P D

3E - Demonstrating Flexibility and Responsiveness U B P D

Anna’s Priority Focus

Planning & Preparation 1A 1B 1C 1D 1E 1F

3a and 3cThe Classroom Environment

2A 2B 2C 2D 2E

Instruction 3A 3B 3C 3D 3E


4A 4B 4C 4D 4E 4F

Using the Priority area(s) identified through self reflection, write a professional growth goal(s) that

answers:1. What professional development will help me

accomplish my SLGG? 2. How will achieving my professional growth

goal improve student learning and engagement?

3. How has my self reflection and assessment informed this goal?

4. How might I team with colleagues to achieve my goal?

Initial Collaborative Goal Setting Conference

Teacher: Student Learning Objective (SLO) Template

Checklist Baseline Data Context

Interval of Instruction Content


Professional Growth Goal

Strategies for Improvement

What information is being used to inform the creation of the SLO and establish the amount of growth that should take place within the time period?

Which students will be included in this SLO? Include course, grade level, and number of students.

What is the duration of the course that the SLO will cover?

What content will the SLO target? To what related standards is the SLO aligned?

Considering all available data and content requirements, what growth target(s) can students be expected to reach? What assessment(s) will be used to measure student growth for this SLO?

Considering both student data and the teacher’s self-reflection on the Danielson Framework, what would be an aligned professional growth goal that will support my instructional and/or professional improvement?

How will I help students attain the SLO? What specific actions will lead to goal attainment? What strategies will the teacher incorporate into his/her methodology and professional practice?

Collaborate with Principal to develop Student Growth and Professional Goals

Based on your self-assessment and principal’s input, what professional growth goal(s), activities, resources and success measures will help you address your growth need(s)?

Student Growth versus Professional Growth Goals

Student Growth Goal Statement:

For the 2012 – 13 school year, 100% of students will make measureable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.

Professional Growth Goal Statement

For the 2012 – 13 school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and refining my use of formative assessment to impact daily instruction. These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection.

Aligning Professional Goals with Self Assessment

Targeted Critical Attributes of 3a

•The teacher states clearly, at some point during the lesson, what students will be learning.•If the tactic is appropriate, the teacher models the process to be followed in the task.•The teacher makes no content errors.•The teacher’s vocabulary and usage are correct and completely suited to the lesson

Targeted Critical Attributes of 3c

•Materials and resources support the learning goals and require intellectual engagement, as appropriate.

Revised Professional Growth GoalProfessional Growth Goal Statement

For the 2012 – 13 school year, I will Increase my skills by incorporating a Writer’s Workshop instructional model. I will pay particular attention to model the writing process, emphasize the learning target and use my own authentic writing. By the end of the year, I will model and collect feedback on three lessons from my grade-level team. I will develop a portfolio of my own writing that I have revised in front of students.

Student and Professional Growth Goals

Step 3: Creating and Implementing Strategies

• Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes.

• Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing.

• Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development.

Student Growth vs. Professional Growth Strategies

• I will implement strategies learned during the Writer’s Workshop training and develop writing prompts for students to use in their writer’s notebooks.

• I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing.

• I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.

Strategies for Improvement

Step 4: Monitoring Student Progress and Making

Adjustments

Monitoring Student Progress

• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.

• Make adjustments to strategies as needed.

• Meet with evaluator for a mid-year review

So, what data sources will you use?

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Descriptive

Rubrics

Anna Tate8th Grade Language Arts Teacher

Goal Statement:

For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas; audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.

Baseline and Mid-Year Data

25% 50%


IdeaDevelopment


Average

Student 1 2/3 2/2 1/3 2.67Student 2 3/4 3/4 4/4 4Student 3 1/1 1/2 1/2 1.67Student 4 2/3 2/3 1/3 3Student 5 3/3 2/3 2/3 3Student 6 3/3 2/3 2/3 3Student 7 2/3 1/2 1/2 2.33Student 8 1/1 1/2 1/2 1.67Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/3 3Student 11 3/3 2/3 2/2 2.67Student 12 3/3 3/3 3/3 3Student 13 1/1 1/2 1/2 1.67Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/2 2/3 2.67Student 16 2/2 2/2 2/3 2.33Student 17(no response) 0/1 0/1 0/1 1

Student 18 3/3 3/3 2/3 3Student 19 3/3 3/3 4/4 3.33Student 20 2/3 1/2 1/2 2.67Average 2.25/2.6 1.95/2.6 1.9/2.8

Collaborative Mid-Course Review Conversation

Student Learning Goals

Review available data/evidence toward Student Growth Goals progress as defined in beginning of year or course of study meeting and make necessary adjustments (e.g., training needs, resources, strategy for attaining goals, additional data). Note that although strategies for attaining goals may be adjusted, the Student Growth Goals should remain constant. Mid-course data must be included; check box to indicate that data is attached. Reflect on the growth of students thus far, what next steps will be needed to support students, and what supports you need to assist you in this work.

Professional Practices

Review any and all communication notes from Formal observation and any informal observations. Review additional evidence of professional practice. Reflect: thinking about your self-assessment, how do you think you have shown improvement? What areas do you still need to grow and what evidence can you show/provide. What professional practices and decisions in your work have had the most influence on your ability to support your students and achieve these results?


Review all evidence of professional responsibilities. Reflect: thinking about your self-assessment, how do you think you have shown improvement? What areas do you still need to grow and what evidence can you show/provide. What decisions and activities to grow as a professional have had the most influence on your ability to support your students and achieve these results?

Reflecting on Priority Areas & Professional Growth Goal

1. What do I want to change about my instruction that will effectively impact student learning?

2. What is my personal learning necessary to make the change?

3. What are the indicators (measures) of success?

Reflection on Action PlanStudent Progress

Implement Writer’s Notebook: Students are writing almost daily in writer’s notebooks using prompts and free writes. Students self-assess their entries using the idea development portion of the rubric. Formative assessment data shows that students still have a difficult time developing effective ideas.

Peer Response Groups: Students have been introduced to peer response groups and have had several opportunities to give and receive feedback. Students still need to improve their ability to make effective revisions to their writing.

Students’ Analysis: With guidance, students understand characteristics of narrative, informational/explanatory, and argumentative writing, but when provided a task for writing, have trouble applying this understanding.

Professional Growth Progress

Review of students’ writing notebooks and analysis of on-going assessments indicate many students are effectively developing their ideas when prompts are provided. Several students are still not developing their ideas thoroughly in free writes.

Some students demonstrate critical thinking and inquiry by generating open ended questions during class discussions. Peer observation information indicates that many students still struggle with higher order thinking, asking only factual questions during student lead discussions.Students are effectively using graphics organizer to make their thinking visible when explaining comparison/contrast and chronological sequence, but many still struggle with their analysis of cause & effect, which results in weak arguments and explanations.

Anna’s Mid-year Reflection on Strategies

Goal Strategy Adjustments to Strategies

Implement writer’s notebook for student writing practice.

I will incorporate opportunities for peer response groups to write collaboratively using writer’s notebook activities, assessing specifically for idea development using rubric criteria. I will focus my modeled writing lessons around how writers create and build on topic ideas.

Implement peer response groups.

I will model decision-making about suggested revisions as students provide feedback on my writing samples. I will provide students more intentional practice making revisions to their writing and allow them to share those revisions in peer response groups.

Analyze modes of writing.

I will model thinking aloud, and ask students to do the same, to think through characteristics expected for narrative, informational/explanatory, and argumentative writing.

Incorporate digital writing opportunities.

I will incorporate opportunities to students to write for specific audiences and purposes using digital technologies. Students will collaborate to write, share ideas and will provide and receive feedback using digital tools.

Supporting Teachers & Colleagues

Review Anna’s reflection and adjustments. Anna has several ideas for how she might adjust strategies.

BUT, what if she was at a loss? How would you advise teachers to learn effective strategies to support their goals?

Step 5: Determining Goal Attainment

Anna Tate8th Grade Language Arts Teacher

Baseline, Mid-Year, End of Year Data

50%

80%

25%

Goal Statement:

For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas: audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.


IdeaDevelopment


Average

Student 1 2/3 2/3 1/3 3Student 2 3/4 3/4 4/4 4Student 3 1/2 1/2 1/3 2.33Student 4 2/3 1/3 1/3 3Student 5 3/3 2/3 2/4 3.33Student 6 3/3 2/3 2/3 3Student 7 2/4 1/3 1/3 3.33Student 8 1/2 1/3 1/2 2.33Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/4 3.33Student 11 3/4 2/4 2/3 3.67Student 12 3/3 3/3 3/3 3Student 13 1/2 1/2 1/2 2Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/3 2/3 3Student 16 2/3 2/3 2/3 3Student 17(no response) 0/2 0/2 0/2 2

Student 18 3/3 3/3 2/3 3Student 19 3/3 3/4 4/4 3.67Student 20 2/3 1/4 1/3 3.33Average 2.25/2.95 1.95/3.1 1.9/3.15

End of the Year Reflection• What worked (i.e., strategies, support, resources,

goal(s), assessment)? • What did not work? Why? • What would you do differently? Why? • How did the Student Learning Goal setting process

impact your professional practice, professional responsibilities, and/or student learning?

• How do these results impact professional growth or directed improvement plan targets? What additional training or learning is needed?

The Post Conference

• End of Year Data• Reflection on Results• Connection to Framework for

Teaching• Professional Growth Plan Implications

Summative Reflection on goal(s) status and next steps

Based on the results of your original identified measures of goal attainment, to what extent did you achieve your goal(s)?How will I use these results to support my professional growth?

Questions?Thoughts?

focus on student learning & growth and professional goals

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