This Morning’s Learning Targets:

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 These are the targets for this portion of today’s training.

MULTIPLE MEASURES FOR TEACHER & PRINCIPAL EFFECTIVENESS
Professional Practice Oregon Framework for Teacher and Administrator Evaluation and Support Systems Professional Responsibilities Student growth fits as Domain 5 of the framework (5A) Notice that there are several measures that inform the effectiveness of a teacher. Student growth is one component. All measures are supported through artifacts and evidence. Student Learning and Growth

What are the purposes of Goal Setting?
Focus on student results Explicitly connect teaching and learning Improve instructional practices and teacher performance Tool for school improvement Dr. Stronge shared these purposes of goal setting: Goal setting focuses on student results. It explicitly connects the roles that the teacher plays in student learning. The process helps to improve instructional practices, thus improving teacher performance. Goal setting is often used for school improvement and many of you are probably familiar with goal setting in that context. This process, however, is about using student data and practice to goal set specifically for student growth.

Student Growth & Professional Goal Setting Template
Notice in your packets, you have 2 templates. See pages 2 and 3 of your handout. One is blank and another is for the example we will use today. A template has been started for Anna Tate and will be used to take you through a scenario of the goal setting process . You will complete parts of it today as we work through the scenario. Our goal is for you to become very familiar with the template as we work. Later today, you will work with your team to create your own goal using an assessment in your school. We’ll first practice with the scenario, then you will apply that learning to a brainstorming a goal that might realistically work in your school.

Goal Setting Conference
Goal Setting Components Categories of Evidence for Multiple Measures Content Professional Practice Context 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 Resources and Support

Student Growth Process
Step 1: Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Look at the first page of the handout. This student growth process will be used to write, implement and monitor the process. Describe each of the steps. We are going to work together through each of these steps today, using simulated data.

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 Refer to steps on previous slide as well as handout.

Alignment of Goal Template and Danielson Domains
Goal Setting Components Danielson Domain Student Growth Goal Statement Domains 1, 3, 4 Professional Growth Goal Domains 1, 2, 3, & 4 Content Domain 1 Context Baseline Data Domain 1, 3 Strategies for Improvement Resources and Support

Step 1: Determining Needs
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 1 - Determine Needs We find out what the needs of the students are by examining data. Having the right assessment is key in identifying what skills students need to develop across the year. It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year.

Anna Tate 8th Grade Language Arts Teacher Pre-Assessment of Student Ability in Writing We will be using data from Anna Tate’s classroom for our scenario and through all steps of the goal setting process. See the handout on Anna Tate. Notice some information has been completed on this template and today you will be completing other details. It is important to know that Anna . . . Teaches 8th grade English 98 students 20% have IEP’s In the school 73% of the students reached proficiency on the state assessment for on demand writing Writing is a school improvement goal

Rubric used for Assessing Students
1 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. So, how did Anna gather baseline data? Anna worked with other Language Arts teachers in her district to create a common assessment using criteria from the state on-demand writing rubric. Refer back to the categories chart of assessments. This fits under category 3, other school wide or district measures. Note that Anna is assessing skills that her students should be developing all year long. 12

Organization & Structure
Student Audience & Purpose Idea Development Organization & Structure Average Student 1 2 1 1.67 Student 2 3 4 3.33 Student 3 Student 4 Student 5 2.33 Student 6 Student 7 1.33 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 (no response) Student 18 2.67 Student 19 Student 20 2.25 1.95 1.9 See page ____ in your handout. This is Anna’s data. With a table partner, look at the data. What do you notice? What observations can you make to determine the needs of Anna Tate’s students? Just discuss now – participants will make notes on template after all data slides. Allow 5 minutes. Ask for some responses. 4 students scored very low 3 students scores very high All areas of writing are low 13

Student Performance by Groups
Low Performing Students Mid Performing High Performing Audience & Purpose .75 2.54 3.0 Idea Development 2.08 Organization & Structure 1.62 4.0 This might be yet another way to look at the data. Divide your students into 3 categories: low-, mid-, high-performing students. What does this data tell you? (The greatest gap is between low and mid performers. ) On your template, complete the baseline data information (Where are my students now?) Remember, this data is assessment of skills that students will develop all year long. Based on the data, have a conversation at your table about what needs to happen in Anna’s classroom as far as student learning (general conversation). (We will have them share out before showing Anna’s goal, not now). 14

Baseline Data

Step 1: Determining Needs
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Before moving to step 2, stress again that - We find out what the needs of the students are by examining data. Having the right assessment is key in identifying what skills students need to develop across the year. It’s not about a unit assessment, but rather skills and concepts that students continue to develop all year and are important enough for students to monitor across the year.

Step 2: Creating Goals Using the SMART Process
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals In Step 2, the teacher creates a SMART goal based on the baseline data collected and analyzed in Step 1. Don’t neglect that students should also understand the goal, the purpose of the goal, and their role in achieving the goal.

S M A R T SMART Goal Process
Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards-based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. Ask participants: How many of you use SMART goals regularly? have written them? Are familiar with SMART goals? The goal must be SMART. Refer to handout page 1 and review what each S M A R T means. Specific - The goal is focused such as by content area and by learners’ needs. Can you identify the specific content or area of student need that the goal is about? Measurable - An appropriate instrument/measure is selected to assess the goal Appropriate - The goal is clearly related to the role and responsibilities of the teacher. It is in the teacher’s realm of influence or responsibility. An appropriate goal is also standards-based. Realistic - The goal is attainable by the teacher. Here you may need to use content experts to make sure it is realistic. Realistic does not mean easy. It is rigorous and stretches the outer bounds of what is attainable. Time-bound - The goal is contained to a single school year !Goals developed need to be SMART. Refer to this document as you evaluate goal and have discussion about them.

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 Before showing the goal, ask participants what information do you think might be included in Anna’s goal? (based on the earlier conversation at your table about Anna’s data). Share out a few suggestions before showing Anna’s goal. Here is Anna’s goal. Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal? This goal meets the SMART criteria: Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure Measurable – how students perform against the rubric provides the measure Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility Realistic – is doable or attainable, while also a rigorous goal Time-bound – “for the ” school year Does this goal work for all of Anna’s students? Yes, given the data, all students in Anna’s classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow. What if any students in Anna’s class were already at the highest level on all areas of the rubric? If data showed that some of Anna’s students already attained this goal, Anna would develop different, but related, goals for those students. Based on analysis of their pre-assessment, Anna might have the students explore different ways that writer’s organize their writing, use sentence structure to enhance writing, or use narrative in informational or argumentative writing. If individual students have already reached the goal, the teacher would need to identify specific areas for that student for which he or she could goal set. All students should continue to deepen their learning. Copy Anna’s goal on your template.

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 Before showing the goal, ask participants what information do you think might be included in Anna’s goal? (based on the earlier conversation at your table about Anna’s data). Share out a few suggestions before showing Anna’s goal. Here is Anna’s goal. Ask: Is the goal a GROWTH GOAL? Part of it is a growth goal: 100% of students will make measurable progress, and Each stiudent will improve by one performance level in two or more areas of the rubric. The 80% of the students will score 3 or better is a achievement goal. Ask: Based on Anna’s data and the goal statement, how SMART is Anna’s goal? This goal meets the SMART criteria: Specific – focusing on specific areas of writing - audience/purpose, idea development, organization and structure Measurable – how students perform against the rubric provides the measure Appropriate – the rubric is standards-based – definitely within the realm of the teacher’s responsibility Realistic – is doable or attainable, while also a rigorous goal Time-bound – “for the ” school year Does this goal work for all of Anna’s students? Yes, given the data, all students in Anna’s classroom could improve by a performance level in at least two areas of the rubric. Notice that this goal includes how every student will make growth and looking at the class as at whole. It is important that the goal addresses how all students in the class will grow. What if any students in Anna’s class were already at the highest level on all areas of the rubric? If data showed that some of Anna’s students already attained this goal, Anna would develop different, but related, goals for those students. Based on analysis of their pre-assessment, Anna might have the students explore different ways that writer’s organize their writing, use sentence structure to enhance writing, or use narrative in informational or argumentative writing. If individual students have already reached the goal, the teacher would need to identify specific areas for that student for which he or she could goal set. All students should continue to deepen their learning. Copy Anna’s goal on your template.

You need to KNOW your students in order to judge the goal.
One main point you need to get – You need to know your students in order to judge the goal. You get to know your students’ abilities through assessment practices.

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. Activity: Put goal cards on tables – one for each participant. Either give each participant a card or have them divide (face down). On their own, participants decide if the goal meets the SMART criteria. Give them about 3 minutes. After about 3 minutes – Then share at the table telling why it meets or does not meet each of the SMART criteria – others can agree or disagree. If you believe it is not SMART, discuss how it could be revised to meet the SMART criteria. Provide rationale handout sheet instead of reviewing whole group.

How SMART is this Goal? P.E. Teacher’s Goal
For the 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 How SMART is this Goal? Very quickly - This goal is SMART. Developed on the needs of your students and the data on them. S – The goal is specific. Students are asked to improve on specific areas within the Presidential Fitness subtests. M – The goal is measurable. Student progress is measured against their initial performance. Each student is asked to improve the initial overall score by an average of 20% . A – The goal is appropriate. The goal is based on PE standards and falls within the scope of the teacher’s responsibilities. R – The goal is realistic. It is doable. All students can meet this goal. The goal is rigorous. It stretches each student’s capabilities of improving their own fitness levels. T – The goal is time bound. The goal spans a school year. The goal meets the SMART criteria.

Science Teacher’s Goal
How SMART is this Goal? 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. Quickly – This goal meets most SMART criteria but not realistic. It may not be doable. Depending on the pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance. Data is needed to judge goal S – The goal is specific. Students are asked to demonstrate progress on specific areas related to scientific investigation. M – The goal is measurable. Each student is expected to achieve at a 3 level of performance against the rubric. A – The goal is appropriate. The goal is based on science standards and falls within the scope of the teacher’s responsibilities. R – The goal is NOT realistic. It may not be doable. Depending on pre-assessment data, all students may not be able to meet this goal. The goal may not be rigorous. It may not stretch some students’ capabilities if they are already scoring at the 3 level of performance. T – The goal is time bound. The goal spans a school year. The goal DOES NOT meet the SMART criteria.

will score 3 on the 5-point rubric.
How SMART is this Goal? Art Teacher’s Goal All 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. This goal does not meet SMART criteria. Notice the rationale read that it is measurable, but is weak. S – The goal is specific. Students are asked to perform specific content areas on a rubric. M – The goal is measurable, but is WEAK. Although student progress is measured by performance against a rubric, only 50% of students are asked to score 3 on a 5 point scale. Measureable growth for all students is not clear. A – The goal is appropriate. The goal is based on Art standards and falls within the scope of the teacher’s responsibilities. R – The goal is NOT realistic. It may not be doable for some students depending on pre-assessment. The goal may not be rigorous. It may not stretch each student’s capabilities since there is no expectation against individual pre-assessment. Additionally, 50% is a low expectation for class growth. T – The goal is NOT time bound. The goal does not stipulate a timeline for the goal. Let’s look at one of the goals you have been discussing. It clearly does not meet the SMART criteria. Notice that although it is measureable, it is weak and this shows up in another area of SMART (rigorous). Ask participants to share how they might revise the goal to meet SMART. (This provides participants practice critiquing goals and a little with revising them to meet SMART.) Ideas for revision Identify how students will grow individually along the continuum of the rubric (all students will move up one level in two areas of the rubric) to address growth for all students whether they performed low or high on the rubric scale; increase the expectation of % of students scoring 3 or more.

Step 2: Creating Goals Using the SMART Process
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Before moving to Step 3, stress that getting the goal right is really important. The goal drives instruction and reflection across the school year/course and should be important enough to merit focus across the year/course. Take away – you really need the data in order to judge a goal.

Setting Professional Growth Goals
Oregon Framework for Teacher and Administrator Evaluation and Support Systems Professional Practice Professional Responsibilities Student growth fits as Domain 5 of the framework (5A) Notice that there are several measures that inform the effectiveness of a teacher. Student growth is one component. All measures are supported through artifacts and evidence. Student Learning and Growth

Evaluation and Professional Growth Cycle
Self Reflection Goal Setting Observation/Collection of Evidence Formative Assessment/Mid Year Review Summative Evaluation

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? Prior to beginning this portion of the template, the teacher would use the framework and reflect on his/her own current performance with each standard/component. Each teacher would rate him/herself on each standard/component and identify that rating on the Reflective Practice Performance Rating handout or rubric. Charlotte Danielson refers to reflections as Reflective Practice and explicitly addresses one element of Reflective Practice in lesson performance in 4.A Reflecting on a lesson. It is in Part A that a teacher after reflecting on all the domains and components identifies areas of priority need and growth. Reflection should make explicit connections of teacher performance to effectiveness in the domains and standards. 29

Completing the Self Reflection
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. Remind participants that the first step in developing a Professional Growth Plan is Reflection. Reflective Practice on all components of the framework is necessary before beginning the development of Professional Growth Goals. Give the participants the handout “Initial Reflection on Practice.” Tell them “On this handout are all the domains with their indicators listed under each .” Have them go through all of the domains and components highlighting the indicators that best describe their current practice. “On the Initial Reflection On Practice handout, highlight all indicators that describe your current practice.” Ask principals and administrators to review indicators identifying those that as an observer they perceive as personal challenges. Allow participants 20 – 25 minutes for this Reflection.

Anna’s Self Reflection
Component: Self-Assessment: 2A - Creating an Environment of Respect and Rapport U B P D 2B - Establishing a Culture for Learning 2C - Managing Classroom Procedures 2D - Managing Student Behavior 2E - Organizing Physical Space 3A - Communicating with Students 3B - Using Questioning and Discussion Techniques 3C - Engaging Students in Learning 3D - Using Assessment in Instruction 3E - Demonstrating Flexibility and Responsiveness Here is the sample of Anna’s self reflection on Domains 2 and 3.

Anna’s Priority Focus Planning & Preparation 1A 1B 1C 1D 1E 1F
3a and 3c The Classroom Environment 2A 2B 2C 2D 2E Instruction 3A 3B 3C 3D 3E Professional Responsibilities 4A 4B 4C 4D 4E 4F Once Anna completes her self reflection she determines her area(s) of priority need for which she will write her professional goal.

What professional development will help me accomplish my SLGG?
Using the Priority area(s) identified through self reflection, write a professional growth goal(s) that answers: What professional development will help me accomplish my SLGG? How will achieving my professional growth goal improve student learning and engagement? How has my self reflection and assessment informed this goal? How might I team with colleagues to achieve my goal? Principals guide your teachers in the drafting of their PGP goals checking to be certain the draft goal answers the guiding questions.. How effective were the guiding questions as you drafted your goal? Let participants share out their experiences. If principals are not present for teachers, ask participants to pair with a peer at their table and briefly review each other’s goal looking for answers to the guiding questions. Having drafted a professional growth goal, teachers collaborate with their principals in the development of their Action Plan. Let’s look at Anna Tate’s strategies for her Action Plan..

Initial Collaborative Goal Setting Conference
Assessment How will progress be measured? What assessments are already in place and how were they developed? If applicable, how will the assessments be developed? Are the data sources/measures of student learning, growth, achievement, &/or proficiency/mastery appropriate for goal? Are the identified assessments aligned to state, local, or national association standards? Goals Do the Student Growth Goals respond to student needs reflected by the data? Are the Student Growth Goals aligned to content learning targets? Do the Student Growth Goals meet the criteria set forth on the Checklist? Strategies Are identified strategies appropriate to positively impact the student goals? How can the supervisor help support you with achieving these goals? North Clackamas/OEA goal setting template for the goal setting conference.

Teacher: Student Learning Objective (SLO) Template Checklist
Baseline Data Context Interval of Instruction Content Student Growth Goal Statement 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? Lincoln Co. checklist for SLOs to be used by both teachers and their evaluators.

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)? Having reflected on all domains and the components of each, the teacher narrows the fiscal focus for growth to 5 or 6 priority needs which are then narrowed and chunked for goal development In Part B the teacher drafts the professional growth goal(s). Then the teacher collaborates with the Principal in the development of the Action Plan. During this session, the principal and the teacher agree upon measures of goal attainment (tools and Instruments), the expected impact on student growth and evidence including artifacts, Measures (self-assessment, certificates of completion of professional growth opportunities, etc.) 36

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. Ask participants to look at Anna Tate’s Professional Growth Goal, which is in the right hand column. Pose each question to the large group asking them to discuss with an elbow partner their findings in Anna Tate’s goal. Ask members to share out their findings. Possible responses include. Question 1: What do I want to change about my instruction that will effectively impact student learning? The teacher answered improve my daily ELA instruction engaging students and implementing Rigor and Relevance. Question 2. What is my personal learning? The teacher answered Rigor and Relevance training and research. Question 3. What are the measures of success? The teacher answered pre- and post-assessments, student work samples peer and principal observations and Reflective Practice. In Part B of the RP &PGP template use the guiding questions as you draft your professional growth goal for the upcoming school term. Trainers move to next slide showing Task B directions. 37

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. Ask participants to look at Anna Tate’s Professional Growth Goal, which is in the right hand column. Pose each question to the large group asking them to discuss with an elbow partner their findings in Anna Tate’s goal. Ask members to share out their findings. Possible responses include. Question 1: What do I want to change about my instruction that will effectively impact student learning? The teacher answered improve my daily ELA instruction engaging students and implementing Rigor and Relevance. Question 2. What is my personal learning? The teacher answered Rigor and Relevance training and research. Question 3. What are the measures of success? The teacher answered pre- and post-assessments, student work samples peer and principal observations and Reflective Practice. In Part B of the RP &PGP template use the guiding questions as you draft your professional growth goal for the upcoming school term. Trainers move to next slide showing Task B directions. 38

Revised Professional Growth Goal
Professional 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. Ask participants to look at Anna Tate’s Professional Growth Goal, which is in the right hand column. Pose each question to the large group asking them to discuss with an elbow partner their findings in Anna Tate’s goal. Ask members to share out their findings. Possible responses include. Question 1: What do I want to change about my instruction that will effectively impact student learning? The teacher answered improve my daily ELA instruction engaging students and implementing Rigor and Relevance. Question 2. What is my personal learning? The teacher answered Rigor and Relevance training and research. Question 3. What are the measures of success? The teacher answered pre- and post-assessments, student work samples peer and principal observations and Reflective Practice. In Part B of the RP &PGP template use the guiding questions as you draft your professional growth goal for the upcoming school term. Trainers move to next slide showing Task B directions. 39

Student and Professional Growth Goals

Step 3: Creating and Implementing Strategies
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 3 Create and implement teaching and learning strategies.

Student Growth vs. Professional Growth 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. 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
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 4 – Monitor progress at mid year and end of the year

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 Throughout the year the teacher monitors how students or the program is doing in relation to the goal. At mid-year, the teacher might meet with colleagues and administrators to discuss goal progress and the effectiveness of strategies. The teacher can use both formal and informal data to report at mid-year. The teacher may decide, based on the evidence, that the strategies are not working and thus changes the strategies. THE STRATEGIES CAN BE ADJUSTED BUT NEVER THE GOAL.?????

So, what data sources will you use?
(transition slide) We’ve spent some time learning about SMART goals and how to create them. Now, let’s apply it to your situations in your school.

Data Source Possibilities
Interim Assessments Common Assessments Projects District Assessments Products Notice there are several data possibilities. Assessments must provide baseline information for mastery of standards and/or 21st century skills. This is your pre-assessment step. You may have district assessments for your content area or have developed common assessments in your school or district to assess students. Assessments may also include student projects , performances, products and portfolios. Many schools use interim assessments. What kinds are used in your school or district? (some possibilities are MAP, ThinkLink/Discovery Ed, DIBELS) Also, many of you may be involved in Literacy Design Collaborative and developing modules. The Classroom Assessment option in the LDC model can be used to provide baseline data as well. Student Performances Student Portfolios Classroom Assessments

Data Source Possibilities
Interim Assessments Common Assessments Aligned to Standards Projects District Assessments Products Descriptive Rubrics Whatever assessment you use, note that assessments need to be standards-based Descriptive rubrics would need to accompany assessment data and also need to be aligned with standards Assessments should also be comparable across classrooms as this supports validity. Student Performances Student Portfolios Classroom Assessments

Anna Tate 8th 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% Look at the data. This shows growth as of Anna’s mid-year assessment. We are just looking at the part of the goal related to if 80% of students met the goal. Anna would also analyze data to see if every student in the classroom met the goal. Notice that the 30% and 50% includes students who score at 3 and 4 levels. Although Anna has assessed her students skills formatively all along, at mid-year she collects and analyzes the data too. She reflects on whether or not her students are making progress toward the goals. ASK: How would you interpret the data? Is she moving toward her goal? Are the strategies working? This data would be a starting point for reflection, but you may use other information in your decision-making as well (student work). Look at whatever else helps you determine next steps for students. Make a note of your reflection on the template (Collaborative Mid-Course Data Review)

Student Audience & Purpose Idea Development Organization & Structure Average Student 1 2/3 2/2 1/3 2.67 Student 2 3/4 4/4 4 Student 3 1/1 1/2 1.67 Student 4 3 Student 5 3/3 Student 6 Student 7 2.33 Student 8 Student 9 3.33 Student 10 Student 11 Student 12 Student 13 Student 14 3.67 Student 15 Student 16 Student 17 (no response) 0/1 1 Student 18 Student 19 Student 20 2.25/2.6 1.95/2.6 1.9/2.8 The first number in the column is the pretest score on the writing sample, the second number is the mid year score on the writing sample. Participants are to review the data to see what Anna’s progress is on her goals. Have 100% of the students made measurable progress?? How many have? Number 12 and 19 did not, so 18 did. Has every student increased by one performance level in 2 areas? How many have? 12 have improved by at least one level in two areas. 50

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? Professional Responsibilities 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? North Clackamas/OEA template for Mid Course review conversation.

Reflecting on Priority Areas & Professional Growth Goal
What do I want to change about my instruction that will effectively impact student learning? What is my personal learning necessary to make the change? What are the indicators (measures) of success? These slides are the intro to Part B of the template. In Part B the teacher drafts the professional growth goal. These 3 questions guide the development of the goal. When drafting your goal you should ask and answer each of these questions. Quickly go through the questions telling the participant’s that we are going to look at Anna Tate’s Professional Growth Goal. “Remember in the Student Growth Segment, Anna Tate had her Student Growth Goal which was written as a SMART goal. Let’s look now at Anna Tate looking at her Professional Growth Goal.

Reflection on Action Plan
Student 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. Part C: is the On-going Reflection. At the mid year review of his progress this teacher found some areas in which he needed to shift more focus. Based on his reflection what areas should be given additional attention? Student weak idea development during free writes may indicate student need for structure guiding writing. Students may need to be given question stems to help them in developing higher order thinking questions.

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. What do you notice about content and quality of her adjustments? How could the administrator have guided her there prior to the mid year review? Suggestion to focus on instructional strategies. This discussion may lead to adjustment of strategies as needed. Notice the strategy in yellow was added by Anna mid-year. Again, you adjust strategies, but do not change the goal. That is why it is so important to get it right at the beginning – why the collaborative discussion between principals and teachers is so important and why meeting the SMART criteria is key.

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? Activity: Look at page ______ of your handout of these two slides. Ask participants to read through Anna’s reflection on her strategies and her adjustments. Anna has specific ideas for what she might do to revise her strategies, but what might you do if a teacher simply doesn’t know what to do next? Discuss at your table. Allow 5 minutes for discussion. Share a couple of ideas: Find the content expert in your school or district. Help teachers find the PD opportunities that are appropriate for their goals. CIITS

Step 5: Determining Goal Attainment
Determine needs Step 2: Create specific learning goals based on pre-assessment Step 3: Create and implement teaching and learning strategies Step 4: Monitor student progress through ongoing formative assessment Step 5: Determine whether students achieved the goals Step 5: Did the students achieve the goal?

Anna Tate 8th 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, Mid-Year, End of Year Data 80% Take a look at Anna’s end of the year data. She provided the data in graph form which gives a great visual of her progress. Again, note that the 30%, 50%, and 78% includes students who scored at 3 & 4 levels on the rubric. What does the data tell you about the end of year results. Record your notes in the End-of-Year Data. Conversation – Do you think she achieved her goal? Time for responses. May include: No she did not meet her goal, but her students really made progress; no 1s at the end of year; moved from several students at 1 to no students at 1. Did her students make progress? Although Anna did not meet her goal, we can see her students did make measureable growth. Later as we look at the framework for student growth we will see how this plays out for Anna’s effectiveness. 25% 50%

Student Audience & Purpose Idea Development Organization & Structure Average Student 1 2/3 1/3 3 Student 2 3/4 4/4 4 Student 3 1/2 2.33 Student 4 Student 5 3/3 2/4 3.33 Student 6 Student 7 Student 8 Student 9 Student 10 1/4 Student 11 3.67 Student 12 Student 13 2 Student 14 Student 15 Student 16 Student 17 (no response) 0/2 Student 18 Student 19 Student 20 2.25/2.95 1.95/3.1 1.9/3.15 This table include the pretest score first followed by the post test score. Participants are to review the data to see if Anna’s met her goal. Have 100% of the students made measurable progress?? How many have? Number 12 did not, so 19 did. Has every student increased by one performance level in 2 areas? How many have? 15 have improved by at least one level in two areas. 58

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 Connection to Teacher framework Notice the post-conference section on the template. Discuss this section. We just looked at the end of year results and you reflected on the data. Results from student goal setting can be one data source to inform the teachers’ professional growth planning. Notice here is a place to rate the teacher’s effectiveness for the student growth domain of the framework. Let’s take a look at the framework for student Growth. Teachers – if you were in Anna’s shoes – what would you have learned from this process. What would you do to improve and advance. Administrators – where do you think this teacher falls along the continuum. Discuss at your table, where do you think this teacher falls along the continuum. Be ready to support your answer. Share out – Can switch to next slide during discussion.

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? The last section of the RP and PGP template is the Summative section. During this collaborative meeting, the teacher and principal agree upon goal status filtering progress through the indicators of 4.A and 4.E.. 4.A of the framework is reflective practice and 4.E of the frameworks growing and developing professionally. At the summative the principal and the teacher collaboratively determines the performance rating for Domain 4, components 4.A and 4.E using the descriptors of each Performance Level in the framework.

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