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Professional Growth Cycle
Self Reflection
Goal Setting
Observation/Collection of
Evidence
Formative Assessment/Mid
Year Review
Summative Evaluation
• Collecting Baseline Data
Student Learning and Growth Goal:A specific, rigorous, long-term goal for groups of students that represents the most important learning during an interval of instruction.
Determined in consultation with evaluatorCovers a course or class Job-specific Includes all students Based on student dataTested grades and subjects
A Student Learning and Growth Goal (SLG) is…
…an instructional
goal… for specific
students…for length of course or
class
Focused on the most valuable learning
Based on the most current
student data
Aligned to current
curriculum standards
Specific and measurable
Adapted from New York State District-wide Growth Goal Setting Process – Road Map for Districts
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
8
Student Growth Data Means…
Formal Tests in Core Subjects Only
Knowledge and Learning That Can
Be Measured
All Classroom Learning
State-Based
ToolsDistrict and School-Based Tools
Class
roo
m-B
ased
Tool
s
9
Activity: Fill in the Triangle
State-Based
ToolsDistrict and School-Based Tools
Class
roo
m-B
ased
Tool
s
Appropriate Assessments
Does the assessment…• Align with content standards and
course content?• Have stretch?• Have sufficient validity and
reliability?• Measure growth?
Alignment• Cover key subject and grade level content
standards• No items, questions, or prompts should cover
standards not covered in the class or course• The assessment structure should mirror the
distribution of teaching time devoted to course content
• The cognitive demand of the assessment should match the full range of cognitive thinking required during the course.
Stretch• Assessment should…
o Span the length of a course or classo Include all students in the a course of a classo Allow both high-level and low-level students to demonstrate
growth o Challenge the highest-preforming students
Student B
Student AStudent C
Student D
Student EStudent F
Lowest PerformingStudents
Highest PerformingStudents
Validity and Reliability
Considerations• The assessment should
oBe valid—it measures what it says it measures.• Consistent with other evidence.• Relevant for its purpose.
oBe reliable—it produces consistent results.
oContain clearly written and concise questions and directions.
oBe fair to all groups of students.oUse consistent administration
procedures.
Growth Goal
• Change in student achievement for an individual student between two or more points in time
Which is the better goal?• I will lose weight
and get in condition.
• Between March 15 and Memorial Day, I will lose 10 pounds and be able to run one mile nonstop.
Action Plan• Reduce my daily calorie intake to fewer than 1,000 calories for
each of 10 weeks. • Walk 15 minutes a day; increase my time by five minutes a
week for the next four weeks.• Starting in Week 5, run and walk in intervals for 30 minutes,
increasing the proportion of time spent running instead of walking until I can run one mile, nonstop, by the end of Week 10.
Benchmarks• For process, maintain a daily record of calorie
intake and exercise.• For outcome, biweekly weight loss and running
distance targets (e.g., after two weeks, 2 pounds/0 miles; after four weeks, 4 pounds/0 miles; after six weeks, 6 pounds/.2 miles; after eight weeks, 8 pounds/.4 miles).
Example: Achievement vs. Growth
• Scores will improve from 65% of students meeting benchmark to 80%
To
• Students in Tier 1 will improve 15 point; Students in Tier 2 will improve 12 points and Students in Tier 3 will improve 8 points
OR
• All students will improve 2 levels on the rubric
Example Student Learning and Growth Goal
Review the Student Learning and Growth goal template at your table and answer the following:• What do you notice?
• What do you wonder?
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
Rubric used for Assessing Students1 2 3 4
Audience &
Purpose
The writer may identify a general topic but demonstrates little or no awareness of purpose or audience.
The writer identifies a generalized purpose or audience but does not maintain focus on both. Instead, the writer focuses more on the task than the actual purpose or intended audience.
The writer adequately establishes focus on the intended audience and purpose, but may not consistently maintain this focus, losing sight of audience or purpose on occasion.
The writer establishes and maintains focus on audience and purpose and effectively engages the audience by providing relevant background information.
Idea
Development
The writer gives little or no purposeful development of ideas, interpretation, insight or clarification. No examples or details are provided or support is irrelevant.
The writer demonstrates inconsistent development of ideas often presenting facts with little insight, interpretation, or clarification. The writer provides minimal or irrelevant examples and/or details for support.
The writer develops ideas with adequate support, and clarification of the topic through examples, details, facts, explanations, descriptions, or arguments.
The writer consistently develops ideas with depth and complexity to provide insight, support, and clarification of the topic. The writer consistently develops ideas using appropriate and effective examples, details, facts, explanations, descriptions or arguments.
Organization
& Structure
The writer offers little or no organizational structure, placing ideas in no logical order. There is little or no variety in sentence structures.
The writer demonstrates some attempt at organization, but often places ideas in an unclear order that disrupts the natural flow or cohesion. The writer occasionally uses varied sentence structures, these appear alongside mostly simple sentences.
The writer adequately organizes the writing by using a logical progression of ideas that generally flows from idea to ideas, though connections between some ideas are less clear on occasion.
The writer consistently organizes the writing by using a logical progression of ideas that flows within and between paragraphs. The writer consistently uses a variety of sentence lengths and structures.
Student Audience & Purpose
IdeaDevelopment
Organization & Structure
Average
Student 1 2 2 1 1.67Student 2 3 3 4 3.33Student 3 1 1 1 1Student 4 2 2 1 1.67Student 5 3 2 2 2.33Student 6 3 2 2 2.33Student 7 2 1 1 1.33Student 8 1 1 1 1Student 9 3 3 3 3Student 10 2 2 1 1.67Student 11 3 2 2 2.33Student 12 3 3 3 3Student 13 1 1 1 1Student 14 3 3 4 3.33Student 15 3 2 2 2.33Student 16 2 2 2 2Student 17(no response) 0 0 0 0
Student 18 3 3 2 2.67Student 19 3 3 4 3.33Student 20 2 1 1 1.33Average 2.25 1.95 1.9
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
SMART Goal Process
SSpecific- The
goal addresses student needs
within the content.
The goal is focused on a specific area
of need.
MMeasurable- An
appropriate instrument or
measure is selected to
assess the goal.
The goal is measurable and uses an appropriate instrument.
AAppropriate- 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.
RRealistic- The
goal is attainable.
The goal is doable, but
rigorous and stretches the outer bounds
of what is attainable.
TTime-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.
How SMART is this Goal?
P.E. Teacher’s GoalFor 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? 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.
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.
Step 3: Creating and Implementing Strategies
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
Step 4: Monitoring Student Progress and Making
Adjustments
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
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
Step 5: Determining Goal
Attainment
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
Anna Tate8th Grade Language Arts Teacher
Baseline, Mid-Year, End of Year Data
50%
80%
25%
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.
Student Audience & Purpose
IdeaDevelopment
Organization & Structure
Average
Student 1 2/3 2/3 1/3 3Student 2 3/4 3/4 4/4 4Student 3 1/2 1/2 1/3 2.33Student 4 2/3 1/3 1/3 3Student 5 3/3 2/3 2/4 3.33Student 6 3/3 2/3 2/3 3Student 7 2/4 1/3 1/3 3.33Student 8 1/2 1/3 1/2 2.33Student 9 3/3 3/3 3/4 3.33Student 10 2/3 2/3 1/4 3.33Student 11 3/4 2/4 2/3 3.67Student 12 3/3 3/3 3/3 3Student 13 1/2 1/2 1/2 2Student 14 3/3 3/4 4/4 3.67Student 15 3/3 2/3 2/3 3Student 16 2/3 2/3 2/3 3Student 17(no response) 0/2 0/2 0/2 2
Student 18 3/3 3/3 2/3 3Student 19 3/3 3/4 4/4 3.67Student 20 2/3 1/4 1/3 3.33Average 2.25/2.95 1.95/3.1 1.9/3.15
Resources• Student Learning & Growth Goal Handbook
• Student Learning & Growth Goal Samples
• Available very soon!!