1. Setting Your Goals
For TTESS
Memorial HS Training
September 11, 2015

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

3. 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

4. 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.

5. Performance Goals Promote or encourage personal sustainability
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

6. 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?

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

8. What are SMART Goals Specific What you want to accomplish?
Who, What, Where, When, Which, Why
Measurable
How will you demonstrate and evaluate the extent to which the goal has been met?
Ambitious/Attainable/ Actionable/Achievable
How can you set stretch and challenging goals within your own 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.

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

10. Breaking down the 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 school year

11. 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?

12. 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?

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

14. Sample Goal-Setting Process - Completed
What Do You Want to Achieve?
How Will You Know the Goal Has Been Met?
What Action(s) Will You Take?
How Will You Accomplish the Goal?
Why is this Important?
When Do You Hope to Complete This?
Identify Possible Evidence of Goal Attainment
Specific
Measurable
Attainable/Ambitious/Action
Relevant
Time-Bound
How Will You Know?
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
to accommodate the individual language proficiency needs of my ELL students
each grading period during the 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
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 increase time for instruction and reduce student misunderstandings
each quarter during the school year
Increased ability to effectively monitor and adjust instruction as measured through
Peer and administrator feedback
Student responses/cognition
Student performance data, i.e., student work samples, unit assessments, grades, and state assessments
* Adapted from Rochester City School District Suggested Goal Setting Process

15. 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.

16. 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?)

17. 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

18. 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

19. ESC-20 T-TESS Website Resources

20. Questions?