Setting Your Goals For TTESS Insert Campus Name

Setting Your Goals For TTESS Insert Campus Name Here July 15, 2016

What is the purpose of the Goal-Setting and Professional Development Plan process? GSPD is an ongoing, recursive process through which teachers authentically engage in reflection about current professional practices, identify individualized professional growth goals, establish and implement a professional development plan to attain those goals, and track progress toward the goals over the course of the year.

• Teacher self-reflection of strengths and professional learning needs, • Standard 6 - Texas Administrative Professional Code, Practices and Establishing personal goals to strengthen their instructional Chapter Responsibilitie effectiveness and better meet students’ needs, and 149. 1001 s • Engagement in relevant, targeted professional learning opportunities aligned to their goals. 3

Vision Tomorrow’s Leaders Learning Today Mission The mission of the Socorro Independent School District is to optimize our student’s academic, artistic, athletic, and interpersonal skills.

Texas Teacher Evaluation and Support System Professional Growth Dialogue Learning Together High Expectations Sense of Urgency Academic Performance Effective Instruction Shared Leadership & Ownership

T-TESS Rubric Overview Planning • • Standards and Alignment Data and Assessment Knowledge of Students Activities Professional Practices and Responsibilities Learning Environment Instruction • • • Achieving Expectations Content Knowledge and Expertise Communication Differentiation Monitor and Adjust • • • Classroom Environment, Routines, and Procedures • Managing Student Behavior • Classroom Culture Professional Demeanor and Ethics Goal Setting Professional Development School Community Involvement

Development Growth TTESS Support Collaboration 9

Goal Setting Expectations

Goal Setting Helps teachers… Reflect on their current professional practices Identify their professional growth goals Build their professional development plan to attain those goals, and Track progress toward their goals over the course of the year

Teacher Reflects on T-TESS Rubric & Personal Practice to Draft Goal Teacher Reflects on Progress; Supervisor and Teacher Discuss Progress Teacher Shares Goal with Supervisor for Feedback Professional Growth Process Teacher Implements Learning Strategies for Attaining Growth Goal Supervisor Approves Goal or Asks for Revision

Professional growth goals drive significant progress in student achievement and personal effectiveness.

T-TESS Professional Growth Goals Focus on improving professional practices and instructional skills Align with educator performance standards in the T-TESS system Use a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data Should be created in consultation with appraiser

Types of Goals Program goals tend to be less personal and are less threatening because they focus on programs, activities, materials, curriculum, etc. Example: To improve student success, I will review and make appropriate changes to my selection of supplemental math curriculum materials. Learner goals provide an opportunity to measure more accurately how well the teacher met a pre-established goal; however, the ends-orientation of this kind of goal-setting has less effect on the means of instruction and may change annually. Example: At least 80% of students will be able to correctly identify at least 80% of the presidents by October 15. Performance goals offer the best chance for personal involvement on the teacher’s part because these kinds of goals focus specifically on the teacher’s behavior, rather than on the students or programs. Example: I will improve my abilities to monitor and adjust instruction through targeted questioning techniques at varied levels of cognition, the use of wait time, and academic feedback to students.

Performance Goals Reflect a desire to learn new skills, master new tasks, and understand new things Increase use of instructional objectives in developing effective classroom teaching strategies Develop procedures for increasing the amount and quality of student-teacher interactions Tailor questioning to different ability levels in the classroom Increase involvement of students through the use of more student-centered teaching techniques Promote or encourage personal sustainability

Teacher Reflection & Considerations 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? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective?

Post – It Time! On a post-it, write down three things you would like to change or improve about your instruction

What are SMART Goals Specific Measurable What you want to accomplish? Who, What, Where, When, Which, Why 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 SMART 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 2015 -2016 school year to help students become independent learners and problem solvers.

Breaking down the SMART Goal… 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?

T-TESS Goal-Setting Components Goal What do you want to achieve? Dimension What is/are the correlating T-TESS dimension(s)? Actions How will you accomplish this goal? Targeted Completion Date When do you anticipate your goal will be met? Evidence of Goal Attainment How will you know your goal has been met? How will you know whether it is has impacted instruction and student achievement?

Sample Goal-Setting Process - Completed State an Intention to Engage in Learning Describe an Area of Focus Include the Relevance Action Verb What? Why? I will incorporate the use of at least three new instructional strategies into my teaching practice I will improve my communication of goals, expectations, and directions clearly to my students I will use to help students become independent learners, which will result in a 10% increase in all STAARtested areas Add the Actions/Activities Estimate a Completion Date Identify Possible Evidence of Goal Attainment How? When? How Will You Know? by using strategies June 2016 found in Pathways to Understanding by Laura Lipton so that the purpose of each by using repetition lesson is clear and they will and modeling the know how to proceed on correct procedures assignments. at least five different to promote student thinking by using Bloom’s leveled questions in so that student Taxonomy as a my classroom understanding of all guide discussions curriculum is improved, resulting in a 10% increase in all STAAR-tested areas December 2015 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 • Give my students weekly surveys 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 • Keep samples of the questions that I 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 * Adapted from Rochester City School District Suggested Goal Setting Process

Sample Goal-Setting Process - Completed Why is this Important? When Do You Hope to Complete This? Identify Possible Evidence of Goal Attainment Relevant Time-Bound How Will You Know? What Action(s) Will You Take? How Will You What Do You Know the Goal Has How Will You Want to Achieve? Been Met? Accomplish the Goal? Specific Measurable Attainable/Ambitious/Action I will increase my knowledge of effective strategies for working with ELL students resulting in a 10% increase in the language proficiency of my ELL students by working with my PLC group and incorporating three new research-based strategies into my planning, instruction, and the learning environment I will improve my abilities to monitor and adjust instruction resulting in a 10% increase in the STAAR scores for all of my students through targeted questioning techniques at varied levels of cognition, the use of wait time, and academic feedback to students to accommodate the individual language proficiency needs of my ELL students to increase time for instruction and reduce student misunderstandin gs 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 monitor and quarter adjust instruction as measured through during the • Peer and administrator feedback 2015 -16 • Student responses/cognition school year • Student performance data, i. e. , student work samples, unit assessments, grades, and state assessments * Adapted from Rochester City School District Suggested Goal Setting Process

T-TESS Goal Setting Template Part I: Data Analysis and Goal Setting 1. Identify the data and processes used to assess students’ academic and developmental needs. 2. Identify the data and processes used to assess your professional growth areas.

T-TESS Goal Setting Template Professional Goal #1 Goal: (what do you want to achieve? ) Dimension: (from T-TESS rubric): Action: (how will you accomplish your goal? ) Target Completion Date: (when will your goal be met? ): Evidence of Goal Attainment: (How will you know your goal has been met? How will you determine the impact on instruction and student achievement? )

How do we Document Goal Creation? Goal-setting conference with appraiser CWTs and coaching sessions Formative reviews with colleagues (PLC/faculty meetings, peer partners, etc. ) Pre-conference with appraiser Post-conference with appraiser

How do we Document Goal Progress? Personal evidence/artifact collection throughout the year Personal goal reflection to prepare for end-of-year conference Identify the evidence of goal attainment/progress, including the impact on student achievement. Identify the professional development participation connections for this goal. Describe how you used this goal and the professional development above to impact instruction and student achievement. What, if anything, would you have done differently? How will you extend this goal/learning? End-of-year conference with appraiser

Key Points to Consider

Texas Administrative Code, Chapter 150. The GSPD Plan shall be: • Submitted to the teacher’s appraiser within the first six weeks from the day of completion of the T-TESS orientation for teachers new to TTESS or the district. • Drafted at the end-of-year conference and submitted to the teacher’s appraiser within the first six weeks of instruction for teachers who were previously appraised with T-TESS. • Approved by the appraiser. • Maintained throughout the course of the school year by the teacher to track progress and attainment of goals and participation in professional development activities detailed in the approved plan.

Texas Administrative Code, Chapter 150. The GSPD Plan shall be: • Shared with the appraiser prior to the end-of-year conference. • Used after the end-of-year conference in the determination of ratings for the goal setting and professional development dimensions of the T-TESS Rubric. A GSPD Conference is required for all teachers in the first year of appraisal under T-TESS and for teachers who are new to the district.

GSPD as a Connected Process Texas Teacher Standards Teacher Data T-TESS Rubric Student Data Other GSPD Plan

Goal Setting and Professional Development Plan Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Why? Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher’s continuous professional growth.

T-TESS Performance Descriptors for Goal Setting

Professional Practices & Responsibilities Dimension 4. 2 – Goal Setting

Anchor in Proficiency • Anchor in Proficiency (ROCK SOLID TEACHING) • Highlight Descriptors “Looks Like, Sounds Like” • “At-A-Glance” summary • Move to the LEFT • Move to the RIGHT

Proficient, Rock Solid Goal Setting • Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback. • Meets all professional goals resulting in improvement in practice and student performance.

Accomplished Goal Setting • Sets some short- and long-term professional goals based on selfassessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. • Meets all professional goals resulting in improvement in practice and student performance. (Remains the same)

Distinguished Goal Setting • Consistently sets, modifies and meets short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. • Implements substantial changes in practice resulting in significant improvement in student performance.

Proficient, Rock Solid Goal Setting • Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback. • Meets all professional goals resulting in improvement in practice and student performance.

Developing Goal Setting • Sets short-term goals based on self-assessment. • Meets most professional goals resulting in some visible changes in practice.

Needs Improvement Goal Setting • Sets low or ambiguous goals unrelated to student needs or self-assessment. • Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.

Goal Setting and Professional Development Plan Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Why? Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher’s continuous professional growth.