Here is the goal that I am planning to use this year. I say "planning" because Westside is one of the schools working with William and Mary to pilot the goals for the state this year. Mr. Williams approved my goal contingent upon the staff from William and Mary's approval. We are waiting to hear whether they feel that mentors need to use student data (just like the teachers) or if the teachers count as our students. So.... here is my brainstorm. I'll let everyone know if we get any feedback from William & Mary.
What is everyone else thinking about using?
Goal Setting for Student Progress Form
Roanoke City Public Schools
Teacher’s Name: ______Lorna Myers____________________________________
Evaluator’s Name: _______________Seydric Williams___________________________
Subject/Grade: ________coach/mentor_______ School Year: __11__ -_12___
Initial Goal Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population and special learning circumstances) | I work at a Pre-K – 5 urban school with 46 classroom teachers. 21 of those teachers are within their first 3 years of teaching and are therefore on my mentoring caseload. 7 of those teachers are Probationary 1, 9 are Probationary 2, and 5 are Probationary 3. | |
II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data) | RCPS Teaching Standard 3: Planning, Delivery, & Assessment of Instruction. | |
III. Baseline Data (What is shown by the current data?) | 7 probationary teachers will complete the RCPS Rubric for Assessing Teaching Behaviors as a self assessment during September, January, and March. Total of 36 possible points. Of these 7 teachers ______ self assessed their practice as an average of 3 (Proficient:23 – 32 points ) and ______ self assessed their practice as an average of 2 (emerging:14 – 22 points). Data attached | |
IV. Goal Statement (Describe what you want learners/program to accomplish) | For the 2011-2012 school year all teachers will make measureable progress in Standard 3 teaching behaviors as measured by self assessments on the RCPS rubric for teaching behaviors. Teachers who self assessed as an average of 2 (emerging) will be at least an average of level 3 (proficient). | |
V. Means for Attaining Goal (Strategies used to accomplish the goal) | ||
Strategy | Evidence | Target Date |
Mentor/Mentee discussions of indicators and ways to move practice forward throughout the year. | Notes on self assessment rubric about strategies and differences between levels. CALs. Blog or reflection journal. | 3/10/12 |
Mentor/Mentee Observations of peers to examine and reflect upon teacher practices. | Observation notes. | 3/10/12 |
Design informal and formal P.D. for teachers based upon weaknesses indicated in self assessment rubric. | Presentations, PD360 course work, collaboration notes, grade level agendas. | 3/10/12 |
Modeling/ co-teaching with a focus on teaching practices for mentee. | Observation notes form mentee, lesson plan for modeled lessons. | 3/10/12 |
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 _____________________
