Setting Your Goals

For TTESS
Insert Campus Name Here
July 15, 2016
 What is the purpose of the Goal-Setting and
Professional Development Plan process?

GSPD is an ongoing, recursive process through which teachers

authentically engage in reflection about current professional
practices, identify individualized professional growth goals,
establish and implement a professional development plan to attain
those goals, and track progress toward the goals over the course of
the year.
• Teacher self-reflection of strengths and professional learning
needs,
Texas
Administrative
Standard 6 -
Code, Professional
• Establishing personal goalsPractices
to strengthen
and their instructional
Chapter
effectiveness and better meet
149.1001 students’ needs, and
Responsibilities

• Engagement in relevant, targeted professional learning

opportunities aligned to their goals.

3
 Vision
Tomorrow’s Leaders Learning Today
Mission
The mission of the Socorro Independent School District is to
optimize our student’s academic, artistic, athletic, and
interpersonal skills.
 Texas Teacher Evaluation
and Support System
 Professional Growth
 Dialogue
 Learning Together
 High Expectations
 Sense of Urgency
 Academic Performance
 Effective Instruction
 Shared Leadership & Ownership
 T-TESS Rubric Overview
Planning Instruction Learning
Environment

• Standards and Alignment • Achieving Expectations

• Content Knowledge and Expertise • Classroom Environment, Routines,
• Data and Assessment and Procedures
• Communication
• Knowledge of Students • Managing Student Behavior
• Differentiation
• Activities • Monitor and Adjust • Classroom Culture

• Professional Demeanor and Ethics

Professional Practices • Goal Setting
and Responsibilities • Professional Development
• School Community Involvement
 Development Support

Growth Collaboration
T-
TESS

9
Goal Setting Expectations
 Goal Setting
Helps teachers…

 Reflect on their current professional practices

 Identify their professional growth goals
 Build their professional development plan to attain those goals, and
 Track progress toward their goals over the course of the year
 Teacher Reflects
on T-TESS Rubric
& Personal
Practice to Draft
Goal

Teacher Reflects
Teacher Shares
on Progress;
Goal with
Supervisor and
Supervisor for
Teacher Discuss
Feedback
Progress

Professional Growth Process

Teacher
Implements Supervisor
Learning Strategies Approves Goal or
for Attaining Asks for Revision
Growth Goal
Professional growth goals drive significant
progress in student achievement and
personal effectiveness.
 T-TESS 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

 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.
 Performance Goals
 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
 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?
 Post – It Time!
 On a post-it, write down three things you would
like to change or improve about your instruction
 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/ How can you set stretch and challenging goals within your own
Actionable/Achievable 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.
 Sample SMART 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 2015-2016 school year to help students
become independent learners and problem solvers.
 Breaking down the SMART 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/ Incorporate three new instructional strategies (action verb)

Actionable/Achievable
Relevant found in Pathways to Understanding (research based)

Time-Bound during the 2015-2016 school year

 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?
 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?
 Sample Goal-Setting Process - Completed
State an
Intention to Estimate a
Engage in Describe an Include the Add the Completion Identify Possible Evidence
Learning Area of Focus Relevance Actions/Activities Date of Goal Attainment
Action Verb What? Why? How? When? How Will You Know?
I will the use of at least to help students become by using strategies June 2016 • Examine individual student work samples
incorporate three new independent learners, found in Pathways to from lessons before and after using the
instructional which will result in a 10% Understanding by new strategies to see the difference in the
strategies into my increase in all STAAR- Laura Lipton way they develop their essays
teaching practice tested areas • Compare students’ results on the STAAR
exams from last year to this year
I will improve my communication so that the purpose of each by using repetition December • Give my students weekly surveys between
of goals, lesson is clear and they will and modeling the 2015 September and December asking them to
expectations, and know how to proceed on correct procedures rate on a scale of 1-4 how well they
directions clearly to assignments. understood the purpose of our lessons
my students 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 to promote student thinking by using Bloom’s June 2016 • Keep samples of the questions that I ask
leveled questions in so that student Taxonomy as a each day in each content
my classroom understanding of all guide • Compare student work samples before
discussions curriculum is improved, and after my use of the leveled questions
resulting in a 10% increase • Compare students’ results on the STAAR
in all STAAR-tested areas exams from last year to this year
* Adapted from Rochester City School District Suggested Goal Setting Process
 Sample Goal-Setting Process - Completed
When Do
What Action(s) Will You
You Hope
Take?
How Will You Know to
What Do You the Goal Has Been How Will You Why is this Complete Identify Possible Evidence
Want to Achieve? Met? Accomplish the Goal? Important? This? of Goal Attainment
Specific Measurable Attainable/Ambitious/Action Relevant Time-Bound How Will You Know?
I will increase my resulting in a 10% by working with my PLC to accommodate each • Compare my lessons from last year to
knowledge of increase in the group and incorporating the individual grading my lessons this year and review the
effective language three new research- language period new strategies that I have included
strategies for proficiency of my based strategies into my proficiency needs during the • Compare the results on the ELL
working with ELL ELL students planning, instruction, and of my ELL 2015-16 language proficiency through TELPAS
students the learning environment students school year of my ELL students from last year to
this year
I will improve my resulting in a 10% through targeted to increase time each Increased ability to effectively monitor and
abilities to increase in the questioning techniques at for instruction quarter adjust instruction as measured through
monitor and STAAR scores for varied levels of cognition, and reduce during the • Peer and administrator feedback
adjust instruction all of my students the use of wait time, and student 2015-16 • Student responses/cognition
academic feedback to misunderstandin school year • Student performance data, i.e.,
students gs student work samples, unit
assessments, grades, and state
assessments

* Adapted from Rochester City School District Suggested Goal Setting Process
 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.
 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?)
 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
 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

Key Points to Consider
 Texas Administrative Code, Chapter 150.
The GSPD Plan shall be:
• Submitted to the teacher’s appraiser within the first six weeks from the
day of completion of the T-TESS orientation for teachers new to T-
TESS or the district.
• Drafted at the end-of-year conference and submitted to the teacher’s
appraiser within the first six weeks of instruction for teachers who were
previously appraised with T-TESS.
• Approved by the appraiser.
• Maintained throughout the course of the school year by the teacher to
track progress and attainment of goals and participation in
professional development activities detailed in the approved plan.
 Texas Administrative Code, Chapter 150.
The GSPD Plan shall be:
• Shared with the appraiser prior to the end-of-year conference.
• Used after the end-of-year conference in the determination of
ratings for the goal setting and professional development
dimensions of the T-TESS Rubric.

A GSPD Conference is required for all teachers in the first year of

appraisal under T-TESS and for teachers who are new to the
district.
 GSPD as a Connected Process

Teacher Texas
Teacher Other
Data
Standards

T-TESS Student GSPD Plan

Rubric Data
 Goal Setting and Professional Development Plan

 Establish a positive correlation between the quality of

teaching and learning,
 Target instructional decisions based upon student data,
Why?
 Create a mechanism for teacher refinement of practices,
and
 Increase effectiveness of instruction via the teacher’s
continuous professional growth.
T-TESS Performance Descriptors for
Goal Setting
Professional Practices & Responsibilities
Dimension 4.2 – Goal Setting
 Anchor in Proficiency
• Anchor in Proficiency (ROCK SOLID
TEACHING)
• Highlight Descriptors
 “Looks Like, Sounds Like”
• “At-A-Glance” summary
• Move to the LEFT
• Move to the RIGHT
 Proficient, Rock Solid Goal Setting
• Sets short- and long-term professional goals based on self-assessment,
reflection and supervisor feedback.

• Meets all professional goals resulting in improvement in practice and

student performance.
 Accomplished Goal Setting
• Sets some short- and long-term professional goals based on self-
assessment, reflection, peer and supervisor feedback, contemporary research
and analysis of student learning.

• Meets all professional goals resulting in improvement in practice and student

performance. (Remains the same)
 Distinguished Goal Setting
• Consistently sets, modifies and meets short- and long-term professional
goals based on self-assessment, reflection, peer and supervisor feedback,
contemporary research and analysis of student learning.

• Implements substantial changes in practice resulting in significant

improvement in student performance.
 Proficient, Rock Solid Goal Setting
• Sets short- and long-term professional goals based on self-assessment,
reflection and supervisor feedback.

• Meets all professional goals resulting in improvement in practice and

student performance.
 Developing Goal Setting
• Sets short-term goals based on self-assessment.

• Meets most professional goals resulting in some visible changes in practice.

 Needs Improvement Goal Setting
• Sets low or ambiguous goals unrelated to student needs or self-assessment.

• Meets few professional goals and persists in instructional practices that

remain substantially unimproved over time.
 Goal Setting and Professional Development Plan

 Establish a positive correlation between the quality of

teaching and learning,
 Target instructional decisions based upon student data,
Why?
 Create a mechanism for teacher refinement of practices,
and
 Increase effectiveness of instruction via the teacher’s
continuous professional growth.