Honaker Goal Setting Form

Goal Setting for Student Progress Form

Roanoke City Public Schools

Teacher’s Name: Beverly Honaker 

Evaluator’s Name: __________________________________________ 

Subject/Grade: Mentor                                School Year: 2011-2012

Initial Goal Submission (due by 9/30 to the evaluator)

I. Setting (Describe the population and special learning circumstances)	I will be working with Probationary 1 (new) teachers weekly and Probationary 2 & 3 teachers bimonthly or monthly depending upon their needs for support.
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)	Mentee growth on Roanoke City Public Schools teaching standards.
III. Baseline Data (What is shown by the current data?)	Individual mentee data will be based on self-assessments as selected by Mentor/Mentee in which weakest performance standards are listed.  (2 teachers were emerging on standard 2, 1 teacher was emerging on standard 6, and 1 teacher was emerging on standard 7).  Data attached
IV. Goal Statement (Describe what you want learners/program to accomplish)	Using the Roanoke City Teacher Performance Assessment, 85% of assigned new and probationary teachers will increase their performance level by one in at least 2 of the standards as selected by Mentor/Mentee.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Strategy	Evidence	Target Date
*Weekly/Monthly Conferences with probationary teachers.	Use of NCT tools:  CAL, Seating chart, Observation Record, etc.	Weekly:  September - May 2012
*Training as needed for Mentees      in goal setting, instructional methods, technology, data retrieval and disaggregation.	*Documentation of training in weekly conferences on CAL form.	Weekly:  September – May 2012
*Weekly journaling with Mentee teachers.	*Blogs created using Blogger.com where Mentor and Mentee can have a weekly confidential conversation assessing needs and goals.	*Weekly:  September – May 2012

Approval of Goal

Goal Setting Rubric
Level of Performance
Unsatisfactory	Emerging	Proficient	Exemplary
Not Applicable CANNOT MOVE FORWARD	Not Applicable CANNOT MOVE FORWARD	Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year	Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year
Student learning and academic achievement goals are unrelated to identified student needs.	Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.
Comments:

Signatures

Sign form after formative feedback has been provided and goal has been revised, if necessary.

Teacher’s Signature _____________________________________________        Date                             

Evaluator’s Signature ____________________________________________       Date                             

VI. Mid-Year Review (Describe goal progress and other relevant data)	Mid-year review conducted on____________ Initials:         _____(teacher)     _____(evaluator)
	Data attached

Teacher’s Signature _________________________________________  Date _____________________

Evaluator’s Signature ________________________________________ Date _____________________

End-of-Year Review 

 Appropriate Data Received   

Strategies used and data provided demonstrate appropriate Student Growth      Yes   No

Evaluator’s Signature ________________________________________ Date _____________________