Multiple Measures- Focus on Student Learning & Growth and Professional Goals

1. Multiple Measures- Focus on Student Learning & Growth and Professional Goals

2. This Morning’s Learning Targets: • I understand the student growth & professional goal setting process, instrument and the impact on student learning. • I can begin to coach teachers through the student growth & professional goal setting process • I can write, implement, and monitor a SMART goal that is appropriate for measuring long-term student growth. • I can write, implement, and monitor a professional goal that is appropriate for measuring an educator’s professional growth

3. Oregon Framework for Teacher and Administrator Evaluation and Support Systems Professional Responsibilities Professional Practice MULTIPLE MEASURES FOR TEACHER & PRINCIPAL EFFECTIVENESS All measures are supported through artifacts and evidence. Student Learning and Growth

4. What are the purposes ofGoal Setting? • Focus on student results • Explicitly connect teaching and learning • Improve instructional practices and teacher performance • Tool for school improvement

5. Student Growth & Professional Goal Setting Template

6. Goal Setting Conference

7. Student Growth Process

8. Alignment of Student Growth Process and Template

9. Alignment of Goal Template and Danielson Domains

10. Step 1: Determining Needs

11. Anna Tate 8th Grade Language Arts Teacher Pre-Assessment of Student Ability in Writing

12. Rubric used for Assessing Students

14. Student Performance by Groups

15. Baseline Data

16. Step 1: Determining Needs

17. Step 2: Creating Goals Using the SMART Process

18. SMART Goal Process

19. Anna’s Goal Student Growth Goal Statement: For the 2012 – 13 school year students will make measurable progress in writing- 80% of the students will score a “3” or better overall. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic • Time-bound

20. Anna’s Goal Student Growth Goal Statement: For the 2012 – 13 school year, 100% of students will make measurable progress in writing. Each student will improve by one performance level in two or more areas of the rubric (audience/purpose, idea development, organization & structure). Furthermore, 80% of the students will score a “3” or better overall. • A good goal statement is one that is… • Specific • Measurable • Appropriate • Realistic • Time-bound

21. You need to KNOW your students in order to judge the goal.

22. Let’s Practice On your own, • Decide if the goal provided is SMART. • Refer to the SMART Criteria. Next, • Share your thinking and rationale. • Others at your table may have the same goal. • If it is not SMART, discuss possible adjustments to meet SMART criteria.

23. P.E. Teacher’s Goal • For the 2013-14 school year: • Curl ups: • Level 1 students will increase their baseline by 9; Level 2 students by 7; Level 3 students by 4 • Mile Run: • Level 1 students will decrease their baseline by 4 min.; Level 2 students by 2 min.; Level 3 by 1 min. • Reach and stretch: • Level 1 students will increase their baseline by 7 cm.; Level 2 by 5 cm.; Level 3 by 2 cm. • As measured by the Presidential Fitness Test How SMART is this Goal?

24. How SMART is this Goal? Science Teacher’s Goal For the current school year, all of my students will make measurable progress in each of the four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis). All students will achieve at the 3 level of performance on a 4-point rubric in each area.

25. How SMART is this Goal? Art Teacher’s Goal All students will demonstrate measurable progress in each of the rubric areas (Elements & Principles, Creativity & Originality, Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.

26. Step 2: Creating Goals Using the SMART Process

27. Oregon Framework for Teacher and Administrator Evaluation and Support Systems Professional Responsibilities Professional Practice Setting Professional Growth Goals All measures are supported through artifacts and evidence. Student Learning and Growth

28. Evaluation and Professional Growth Cycle

29. Self Reflection to Identify Growth Needs Using the lens of the Framework for Teaching, in which domains and components do you have greatest need for professional growth?

30. Reflect on each domain and component.Highlight the indicators that best describe your current teaching practice in Domain 3.List the components which represent areas for growth.Identity 1 or 2 components as priority areas. Completing the Self Reflection

31. Anna’s Self Reflection

32. Anna’s Priority Focus

33. Using the Priority area(s) identified through self reflection, write a professional growth goal(s) that answers: What professional development will help me accomplish my SLGG? How will achieving my professional growth goal improve student learning and engagement? How has my self reflection and assessment informed this goal? How might I team with colleagues to achieve my goal?

34. Initial Collaborative Goal Setting Conference

35. Teacher: Student Learning Objective (SLO) Template Checklist

36. Collaborate with Principal to develop Student Growth and Professional Goals Based on your self-assessment and principal’s input, what professional growth goal(s), activities, resources and success measures will help you address your growth need(s)?

37. Student Growth versus Professional Growth Goals Student Growth Goal Statement: For the 2012 – 13 school year, 100% of students will make measureable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall. Professional Growth Goal Statement For the 2012 – 13 school year, I will improve my ELA instruction to increase student engagement and achievement by attending and implementing Writer’s Workshop training, refining implementation of the standards, researching and implementing engaging and rigorous teaching strategies, and refining my use of formative assessment to impact daily instruction.  These will be measured through pre/post assessments, student work samples, interim assessments, peer and principal observations and conferences, and self-reflection.

38. Aligning Professional Goals with Self Assessment • Targeted Critical Attributes of 3a • The teacher states clearly, at some point during the lesson, what students will be learning. • If the tactic is appropriate, the teacher models the process to be followed in the task. • The teacher makes no content errors. • The teacher’s vocabulary and usage are correct and completely suited to the lesson • Targeted Critical Attributes of 3c • Materials and resources support the learning goals and require intellectual engagement, as appropriate.

39. Revised Professional Growth Goal Professional Growth Goal Statement For the 2012 – 13 school year, I will Increase my skills by incorporating a Writer’s Workshop instructional model. I will pay particular attention to model the writing process, emphasize the learning target and use my own authentic writing. By the end of the year, I will model and collect feedback on three lessons from my grade-level team. I will develop a portfolio of my own writing that I have revised in front of students.

40. Student and Professional Growth Goals

41. Step 3: Creating and Implementing Strategies

42. Student Growth vs. Professional Growth Strategies • Students will use a writer’s notebook for writing practice, specifically developing ideas and focusing on specific audiences for specific purposes. • Students will analyze organizational structure of narrative, informational/explanatory, and argumentative writing and apply to their own writing. • Students will participate in peer response groups to give/receive feedback on audience awareness, purpose, and idea development. • I will implement strategies learned during the Writer’s Workshop training and develop writing prompts for students to use in their writer’s notebooks. • I will refine my implementation of the standards, researching and implementing engaging and rigorous teaching strategies that deepen student understanding of organizational structures and uses in their own writing. • I will refine my use of ongoing formative assessment to impact daily instruction by teaching students to lead classroom discussions and peer reviews. I will incorporate these in practice.

43. Strategies for Improvement

44. Step 4: Monitoring Student Progress and Making Adjustments

45. Monitoring Student Progress • Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes. • Make adjustments to strategies as needed. • Meet with evaluator for a mid-year review

46. So, what data sources will you use?

47. Data Source Possibilities Common Assessments Interim Assessments Projects DistrictAssessments Products Student Performances Student Portfolios Classroom Assessments

48. Data Source Possibilities Common Assessments Interim Assessments Aligned to Standards Projects DistrictAssessments Products Descriptive Rubrics Student Performances Student Portfolios Classroom Assessments

49. Anna Tate8th Grade Language Arts Teacher Goal Statement: For the 2012 – 13 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in at least 2 areas; audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall. Baseline and Mid-Year Data 25% 50%