Collaboration and continuous learning are the focus. Every educator is an active participant in the evaluation process. Collaboration and continuous learning are the focus. Every educator conducts an analysis of evidence of student learning, growth, and achievement. Every educator conducts an assessment of practice against Performance Standards. Every educator prepares to strategically identify professional practice and student learning goals. Massachusetts Department of Elementary and Secondary Education 1

Intended Outcomes At the end of this session, participants will be able to: Identify characteristics of S.M.A.R.T. goals. Translate student learning and professional practice goals into S.M.A.R.T. goals. Review a sample Educator Plan that describes key actions and benchmarks. Massachusetts Department of Elementary and Secondary Education

S.M.A.R.T. Goals S = Specific and Strategic M = Measurable A = Action Oriented R = Rigorous, Realistic, and Results Focused (the 3 Rs) T = Timed and Tracked Massachusetts Department of Elementary and Secondary Education

What Makes a Goal “S.M.A.R.T.”? Individually: Read Handout 1, What Makes a Goal “S.M.A.R.T.”? Underline one phrase that you find most significant in the reading. At your table: Share your phrases. Discuss the phrases that emerged and any insights about the document. Identify one phrase as a table that you will share with the larger group. Massachusetts Department of Elementary and Secondary Education

Smart Goals Professional Practice Student Performance About you and your practice “I will” and “we will” Must be measurable; consider what evidence you will collect Student Performance About your students “Students will” Not about you and what you will do Must be measurable

Smart Goals are not….. A legal requirement – ex: Comply with IEP An expectation of the job – ex: I will consistently show up for work An expectation in the rubric – ex: I will be in contact with parents Too vague that they cannot be tracked and measured, or too difficult to track and measure - ex: My students will improve

Identifying S.M.A.R.T. Goals During the 2012-13 school year, we will create a writing focused curriculum with an emphasis on expository writing. –Team Level During the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team Level Students' math skills will improve for the MCAS. – Teacher Level I will get better at classroom management. – Teacher Level During the 2012-13 school year, I will learn about a flipped classroom, create flipped units for my class and evaluate the effectiveness of a flipped classroom. – Teacher Level Work with a partner. Determine if each of the four statements on Handout 2 are S.M.A.R.T. or if they need revision. Revise one statement to make it S.M.A.R.T.er. Massachusetts Department of Elementary and Secondary Education

Making a S.M.A.R.T. Goal S.M.A.R.T.er S.M.A.R.T. Goal Statement + Key Action Steps Benchmarks (Process and Outcome) Massachusetts Department of Elementary and Secondary Education

Educator Plan Development Educator Plan Form Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity Action Supports/Resources From School/District Timeline/Benchmark or Frequency Massachusetts Department of Elementary and Secondary Education

Teacher Educator Plan Example Sample Professional Practice Goal for a Teacher: During the 2012-13 school year, I will learn about a flipped classroom, create flipped units for my class and evaluate the effectiveness of a flipped classroom. Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity Action Supports From School Timeline/Benchmark or Frequency 1. November 1 – December 3, I will participate in the Accept Collaborative Flipped Classroom PD 2. By December 15, I will observe other classrooms in the building who are working with a flipped model 3. January - April I will create three flipped units for my class 4. By May 1, I will ask for feedback from students and my supervisor about their perceptions of the usefulness of the implementation of my flipped class Registration for the Flipped Class PD, maybe a sub to watch other classes with the flipped model, and feedback from my supervisor specifically about my flipped units. September —sign up for Accept PD. Keep a notebook during the class November – December – learn about flipped class and create first unit Visit a flipped class at Keefe and record notes Meet with flipped class teachers and share best practices - ongoing *Evidence - Notes from Accept PD, flipped unit, website with flipped units, student feedback, self-reflection log Massachusetts Department of Elementary and Secondary Education

Teacher Educator Plan Example Sample Student Performance Goal for a Teacher: During the 2012-13 school year, ELL students will improve their content specific writing skills in Biology class. Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity Action Supports From School Timeline/Benchmark or Frequency 1. By October 1 – establish a baseline measurement of the writing ability of ELL students 2. October - January, assign daily writing assignments that vary in length 3. Observe 3 ELL classes and note best practices 4. February – assign a 3 page Biology specific writing task 5. March – conduct a formative assessment of writing ability A sub to cover my class when I observe other classes; I might ask for PD about teaching ELL students or writing in the content area. 1. Assign writing tasks with varying degrees of length and skill to measure growth 2. Take notes on best practices when observing classes and implement them into my class 3. Progress monitor students and provide interventions as needed 4. Assess the level and degree to which the writing level of ELL students has increased *Evidence - Keep a folder for 3 ELL students, one beginner, intermediate and higher, and collect samples of their writing throughout the year. Keep notes on class observations. Massachusetts Department of Elementary and Secondary Education

Implementation Responsibility Educator Responsibilities: Identifying, collecting & organizing artifacts/evidence related to goal progress. Documenting action steps completed. Collecting and submitting artifacts. Collecting and submitting evidence related to Standards III and IV. Evaluator Responsibilities: Making resources and supports available. Observing practice and providing regular and specific feedback on performance. Monitoring progress – including midpoint check-ins. Massachusetts Department of Elementary and Secondary Education