Presentation on theme: "Teacher Performance Evaluation and Professional Growth (T-PEPG) Model"— Presentation transcript:
1 Teacher Performance Evaluation and Professional Growth (T-PEPG) Model Module 3: Reflection and Goal SettingMassachusetts Department of Elementary and Secondary Education1
2 Module 3: Reflection and Goal Setting Module 1: Model OverviewModule 2: Student Learning ObjectivesModule 3: Reflection and Goal SettingParticipants engage in SMART goal development, a process to achieve or maintain effective practice and ensure students meet the rigorous learning targets established through the SLO process. SMART goals help strategically identify specific areas of growth and focus for the school year.Module 4: Evidence, Observation, and FeedbackModule 5: Reflecting and Adjusting
3 Agenda Welcome (5 minutes) Connecting (15 minutes) SLOs and Professional GoalsLearning (45 minutes)Sources of EvidenceOverview of Self-evaluation and Goal Setting ProcessMr. Brown’s Reflection and Self-EvaluationSMARTer GoalsMr. Brown’s Professional GoalsImplementing (40 minutes)Practicing Self-evaluation and Goal SettingReflecting and Wrap-Up (5 minutes)Submitting SLO and Professional Goals for ApprovalPreparing for Module 4
4 Intended OutcomesAt the end of this session, participants will know and be able toComplete an accurate and evidence-based self-evaluation grounded in the MSFE RubricUse evidence and the language of the MSFE Rubric to set SMART professional goals grounded in their student learning objectives
6 Connecting SLOs and Professional Goals Learning goals for studentsGrounded in student data analysis and reflectionFocused on instruction and assessmentLearning goals for teachersGrounded in reflection and analysis of student needsFocused on adjusting and improving instruction to support student attainment of growth targets
7 Activity: Supporting Your SLO In pairs, share your SLO:What skills, knowledge, or structures do you need to implement the instructional plan effectively?What skills, knowledge, or structures do you need to support student attainment of growth targets?Identify 2-3 ways you could develop the skills, knowledge, or structures you discuss.
9 Evidence CollectionEvidence can be collected through a variety of sourcesClassroom observations (live or through video)Observations of teacher collaborationFeedback conversations (pre- and post-observation)Teacher-collected evidenceStudent work
10 Types of EvidenceVerbatim: Teacher: Students, please take out your notebooks.Numeric: 5 out of 10 student work assignments involved student choice.Factual summaries: The teacher asked the students to take out their notebooks.Observed aspects of the setting: Rules were posted. Or Slide presentation available on handouts.
11 Learning Activity 1a: Sources of Evidence Count off and go to the chart indicated by the facilitatorSpend 3 minutes at that chart with your groupIdentify:Evidence statements for the source of evidence included on your chartReminder: The most accurate evidence is objective, non-biased, and specific.When directed by the facilitator, move to the next chart
12 Wrap-Up/Debrief From Activity 1a Return to your original chart and determine if the statements of evidence are objective, non-biased, and specific.Read any statements that are not objective, non-biased, or specific to the group.
13 Self-Evaluation and Goal-Setting Step 1: Expectations and Goal-SettingStep 4: Professional Growth PlansStep 2: Evidence, Feedback, and GrowthFallSpring-FallFall-SpringLate Winter-SpringStep 3: Reflection and Rating
14 Self-Evaluation and Goal-Setting Step 1: Expectations and Goal-SettingWorking in Professional Cohorts, teachers use the SLO framework to develop at least one measurable student growth target.Teachers engage in self-evaluation and professional goal settingTeachers seek review and approval of goals and expectations.
15 Connecting Student Learning and Professional Goals Professional Goal Setting ProcessAnalysis of student data and student needsStudent Growth TargetsInstruction,(b) Formative Assessment,(c) Instructional AdjustmentsProfessional Growth GoalsSelf-evaluation and reflection using the MSFE Rubric and evidence
16 Activity: Mr. Brown’s Reflection and Self-evaluation At your table, assign 1-2 standard indicators to each person (Handout 3).Use the MSFE Companion Guide to answer the following questions for your standard indicators:Are the statements of evidence specific, objective, and non- biased? If not, how would you rewrite them to be?How well does Mr. Brown’s evidence align with the identified standard indicators?How does Mr. Brown use his SLO to inform his reflection? What specific components does he reference?What other evidence or considerations might you recommend he include?What advice would you give Mr. Brown about strengthening his written reflection?
17 SMART Goals Specific Well-defined, clear outcome DescriptionQuestions to askSpecificWell-defined, clear outcomeClear to anyone who does not know anything about the projectWhat do I want to accomplish?MeasurableKnow when it has been achievedHow is achievement measured?How will I know it is accomplished?AttainableAchievableAgreement with stakeholders on what the goal should beHow can it be accomplished?RelevantWhat are the urgent needs?Is the goal aligned with other projects?Is this the right time?Time-boundA specific date is set.Date is realistic.What can I do six weeks from now?The S.M.A.R.T. goal concept was introduced by G. T. Doran, A. Miller, and J. Cunningham in “There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives,” Management Review 70, no. 11 (1981), 35–36. What Makes a Goal “S.M.A.R.T.”? also draws from the work of Ed Costa, Superintendent of Schools, Lenox, Massachusetts; John D’Auria, a Lennox teacher; and Mike Gilbert, Northeast Field Director, Massachusetts Association of School Committees.
18 Learning Activity 2: SMART.er Goals Review Mr. Brown’s SMART goals included on Handout 6With a partner, identify how the goals can be made SMART-er
19 Wrap-Up/Debrief From Activity 2 How did you and your partner improve the example goals?Goal 1Goal 2Goal 3
21 Implementing Activity: Setting Goals Use Handout 1, your SLO, and the Companion Guide to start the self-evaluation and reflection process.Draft a SMART professional practice goal using Handout 2.Ask a partner to provide you with feedback on the quality of your goal.Revise your draft goal.
22 Share OutShare 1 goal, the feedback you received, and how you modified your goal.
24 Reflecting Activity: 3-2-1 On Handout 7, write down3 ideas you want to remember2 things you learned today1 outstanding question you have about the T-PEPG system
25 Next Steps: Submitting Your SLO and Professional Goals 1. Complete your professional goals, including:Appendix O. Professional Goal Setting Template, Part 2. Implementation Planning2. Submit your SLO for pre-approval review3. Submit your pre-approved SLO and professional goals for final approval.
26 Looking Forward to Module 4 Module 4 will provide details about the observation process, including:The collection and organization of observation evidenceThe sharing of timely, constructive feedbackAll participants participate in peer observation, and the module provides information about how to make the process meaningful, collaborative, and constructive.
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