1. Student Growth Developing Quality Growth Goals STEP 1 1 Teacher Professional Growth & Effectiveness System (TPGES)

2. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain4: Professional Responsibilities 2

3. PGES Sources of Evidence Teacher Professional Growth and Effectiveness System Observation Peer Observation formative Professional Growth Self-Reflection Student Voice Student Growth These provide multiple sources of evidence to inform professional practice State Contribution: Student Growth % Local Contribution: Student Growth Goals 3

4. Targets  I can apply guiding questions leading to the development of a quality student growth goal.  I can determine appropriate sources of evidence for goal setting. 4

5. 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 5

6. Step 1: Determining Needs 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 6

7. Before Determining Needs:  Know the expectations of your content area standards  Know your students  Identify appropriate sources of evidence 7

8. 8 Identify the essential/enduring skills, concepts, and processes for your content area. Pause for a moment and talk to others near you. Identify at least one essential/enduring skill, concept or process students should master by the end of the course for your content area.

9. 9 What does mastery look like for the essential/enduring skills/learning, concepts, and/or processes for your content area? Pause for a moment: Discuss with your table partner what mastery for that skill/learning, concept or process looks like? How do you know?

10. Example for World Language Proficiency The more specific indicator provides what mastery looks like: I can express myself with fluency, flexibility and precision on concrete and abstract topics. 10 Enduring skill: Interpersonal communications competency

11. 11 During the first 4-6 weeks of a year–long course, gather data about students’ abilities in your content.  What does last year’s data tell you?  What can previous teachers tell you?  How can you collect and analyze evidence/data to determine patterns, trends, and weaknesses? Pinpoint areas of need.  What are the most critical areas of need?

12. 12 Decide on sources of evidence. Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade- level standards for the identified area(s) of need?

13. Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Learning Checks 13

14. Sources of Evidence: Variety Interim Assessments LDC/MDC Classroom Evidence Projects Products Student Portfolios Student Performances Common Assessments District Assessments Aligned to Standards Comparable across Classrooms Enduring Skills, Concepts & Processes Provide pre- and post-data 14

15. Comparable across classrooms Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor? Do my selected measures reach the level of rigor expected across the district? 15

16. Rigor Congruency to standards Do the measures provide an opportunity for students to demonstrate mastery of the identified skills, concepts or processes at the level of rigor intended in the standard? 16

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18. Baseline Data 18 Does the data show critical areas of need that could be used for student growth goal-setting? Does the data show critical areas of need that could be used for student growth goal-setting? Are those needs appropriate for a year- /course-long student growth goal? Are those needs appropriate for a year- /course-long student growth goal? Are those needs aligned with grade-level enduring skills/learning, concepts or processes in your standards? Are those needs aligned with grade-level enduring skills/learning, concepts or processes in your standards?

19. Step 2: Creating Goals Using the SMART 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 19

20. SMART Goal Process for Student Growth S 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. 20

21. Targets  I can apply guiding questions leading to the development of a quality student growth goal.  I can determine appropriate sources of evidence for goal setting. 21

22. QUESTIONS 22