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OverviewTeacher Goal Setting is an important component of a teacher’s development. Goal setting is designed to focus teachers and coaches on developing and mastering discrete skills that will impact a teacher’s overall performance, and in-turn, student achievement. By setting good goals in the beginning of the year and tracking progress toward those goals, teachers can focus on improving a few specific, high-impact skills rather than trying to improve everything at once. Teacher development is the most important lever schools can invest in to improve student achievement. Teachers and coaches will use the goal setting process as one strategy to improve teacher practice. Teacher goals should be complimented by continuous feedback, open and honest dialogue, and additional opportunities for teachers to learn and grow through large and small group professional development. All of these pieces work together in order to help teachers develop and grow. Table of Contents TOC \o "1-3" \h \z \u Overview PAGEREF _Toc330979679 \h 1What goals should a teacher set? …………. PAGEREF _Toc330979680 \h 2What makes a good goal? ……………… PAGEREF _Toc330979681 \h 2When should teachers and coaches start the goal setting process? PAGEREF _Toc330979682 \h 3Process for Teacher Goal Setting PAGEREF _Toc330979683 \h 3Student Outcome Goals………….. PAGEREF _Toc330979684 \h 3Professional Learning Goals: ………… . PAGEREF _Toc330979685 \h 6Additional Resources: PAGEREF _Toc330979686 \h 8Foundational Professional Learning Goals….. PAGEREF _Toc330979687 \h 8Resource for using excel-based Student Outcome Goals Tool ….. PAGEREF _Toc330979688 \h 9What goals should a teacher set? return to topThe practice of teaching is complex and broad. As such, teacher goal setting should be differentiated based on an individual teacher’s needs and in partnership with the teacher’s coach. At the same time, we have found that setting goals that really drive improvement involve three areas: student outcomes; professional learning goals; and personal priorities. As we have worked with teachers and schools who are able to drive significant progress in student achievement and personal effectiveness, we have learned what we believe to be best practice within each of these areas and further information on each is included herein. To that end, teachers, in concert with their coach, and in the context of their school, will set goals in the following areas: Student Outcome Goals – Teachers will work with their school teams to set student outcome goal(s) for each grade and subject they teach.Tied directly to the most important thing – RESULTS!Tied to state test / regents test results (and ideally to the school’s 1-year goals) where possible. Summative assessments (e.g. IA5, EOY exams) or other outcome metrics may be used in subjects where state test / regents tests are not available.Tied to performance goals for specials classes.Teachers will set student outcome goals for each grade and subject they teach. Professional Learning Goals – Teachers will set a minimum of 1 professional learning goal. Answer the question: “What are the 1 or 2 instructional practices that are highest priority for me to improve in order to meet my student outcome goals? These goals are aligned to the AF Essentials rubric Teachers will set a minimum of 1 professional learning goal. Personal priorities – This category is optional. Personal priority goals are goals that indirectly impact a teacher’s success or happiness. These could include goals that promote or encourage personal sustainability, or goals around performance related to professionalism (i.e. attendance, interactions with peers, non-teaching related duties). This category is optional depending on teacher/coach feedback. What makes a good goal? return to topGoals should be long-term goals: Throughout the year, teachers and coaches track progress toward goals and make adjustments to goals based on data and evidence collected. Goals should be SMART: The SMART framework is used to help guide successful goal setting. When creating a goal, it is helpful to think through these criteria:When should teachers and coaches start the goal setting process? return to topDeadline for all teacher goals to finalized and entered into AF Platinum: October 1, 2012Returning Teachers: The goal setting process with returning teachers can begin as early as summer teacher training. Teachers and coaches should use the previous year’s data and evidence to prioritize areas of growth and set goals.(Professional Learning Goals Only) First Year Teachers & Teachers New to the Network: We recommend waiting to set professional learning goals until you are able to observe the teacher in their classroom. This will provide you with some evidence to help prioritize the highest impact areas for a teacher. We have identified foundational professional learning goals that are a priority for all beginning and developing teachers to master. You can modify these goals as needed, however, we’ve found them to be a successful starting point and critical for teachers to master before moving on to other goals. See the “Foundational Professional Learning Goals” section below for these goals. Student outcome goals can potentially be done separately, since they are more dependent on how the students did in the prior year assessments.Process for Teacher Goal SettingStudent Outcome Goals: return to topThis process will look different from school to school based on how the school leader decides to engage the school team in goal setting. School leadership teams should determine and drive the development of individual student outcome goals. We recommend that teacher teams and school leaders work collaboratively to unpack school goals and translate them into individual student outcome goals. Teacher teams should feel shared ownership over student outcome goals and work collaboratively to set and achieve these goals. Student outcomes goals are the focus for the teacher.? They should live with the teacher and their coach in coaching meetings but also in the teacher’s classroom. These goals are connected to the school’s 1-year goals.? Therefore, if all reading teachers hit their goals, the school hits or exceeds their reading goal for the year, and more importantly, scholars are on track to climbing up the mountain to college.Student outcomes goals should act as collective classroom goals where scholars are also striving to exceed them.? As a general rule, we should be pushing scholars past basic proficiency and aiming for advanced measures, as these are the more reliable indicators of college readiness. Note: Though a teacher may set a goal for less than 100% of scholars to achieve at the proficient level on a state assessment, it is not recommended that teachers advertise that goal to scholars publically. For example, it might be demotivating to a group of scholars to say, “85% of us will pass the state test.” Some scholars who may self-identify that they are part of the 15% who aren’t expected to pass which will be de-motivating. Alternatively, a teacher may rally scholars around individual student learning goals or a more generic goal. For example, the teacher might say, “100% of us will meet our individual learning goals.” StepsExamplesAnalyze and set ambitious (and feasible) student outcome goals: School Leader works with teacher teams (grade level/subject level) or individual teachers?to analyze students' past achievement data (IA data, grade book, student work, F&P, state tests), set individual student goals and then create classroom outcome goals.? For teachers with goals embedded in the AF Report Card, goals should add up to meet or exceed the overall school AF Report Card Goals in their grade and subject area. (Resource for using excel-based Student Outcome Goals Tool)This should be pressure tested against the AF Report Card goals targets and the school wide targets. Possible data/evidence sources: State test or regents resultsRunning record/reading dataIA data Grade booksStudent or parent survey dataStudent work samplesMonitor Progress: Teacher and coach discuss and determine the right benchmarks and how they will monitor progress toward this goal throughout the school year: “What are the metrics we will use to measure progress toward this goal at the mid-year? “Some highly effective ways to assess progress include but are not limited to:IA dataState assessmentsGrade bookTeacher-made assessments (summative and formative)Student work samplesDetermine Supports: Teacher and coach discuss the types of supports that will help the teacher meet this goal: “What will my coach and I work on to improve my practice and meet this goal?”Some highly effective supports include but are not limited to:Co-planningModeling & practiceObservation & feedbackVideo tapingReal-time coachingFinalize and Enter: Teacher goals, benchmarks, and supports will be entered into AF Platinum under the “My Goals” tab. AF Platinum is Achievement First’s online system for setting and tracking goals, and for viewing/tracking all Teacher Career Pathway metrics. Find user guides for AF Platinum here. Determine how to communicate, invest and rally scholars around the big goalSome ideas to communication and invest scholars: Student-teacher conferences to communicate learning goals Have a public goals board (100% of scholars will reach personal learning goals.)Monitor scholar progress towards goals in a public place (i.e., F&P growth board) Scholars track mastery of content standards in each unitExample Student Outcome Goal:Student Outcome GoalsWhat are the metrics we will use to measure progress toward this goal at the mid-year? What will my coach and I work on to improve my practice and meet this goal?80% of students are proficient or better on ELA state test and 15% of students are advanced on ELA state test65% scholars are 75% or higher on IA 1 70% of scholars are 75% or higher on IA 275% of scholars are 75% or higher on IA 375% of scholars are writing a 5 paragraph essay scoring at least of 3 on the writing rubricCoach to review summative and formative assessments for each unit Coach and teacher work collaboratively to review grade book and monitor scholar progress between IA cycles Coach and teacher review scholar work each unit to ensure strong aim, activity, exit ticket alignmentExample for subject with no standardized test (history or science)75% of my scholars will earn 80% or better on each of my rigorous summative unit tests.Fewer than 5% of my scholars will earn lower than 70% on each of my rigorous summative unit tests.Each summative assessment will be analyzed on its own. Where goals have been met, key success factors will be identified and replicated. Where goals were not met, key roadblocks will be identified and new strategies put into place.Coach or content expert to review summative assessments with teacher and provide feedback on rigor and questions.Coach and teacher work collaboratively on calendar of objectives to successfully teach content to mastery before test. Coach and teacher review weekly lesson plans to drive quality, alignment, and mastery. Professional Learning Goals: return to topProfessional Learning Goals should be the highest impact action to ensure that all scholars meet their goals. This goal is a means to an end – the end being the student outcome goals. The teacher and coach should make this goal live in their coaching practice but it should not be the only thing that the teacher and coach work on throughout the year and does not need to be a focus every week (See informal observation section.) Professional Learning Goals should be aligned to the AF Essentials rubric: The rubric creates a common language and quantifies inherently qualitative data. This makes it a measurable goal, and leverages the hundreds of hours of work that went into quantifying great teaching.Using the essentials creates automatic benchmarks in formal and informal observations to check progress to goal. Since the entire rubric is filled out for formal observations, often by outside observers, the coach and teacher can follow-up on the priority goals they have selected to check progress to goal. Additionally, observers are strongly encouraged to use the rubric to rate the essentials of focus during informal observations and to provide feedback about how the teacher can drive their practice around those specific essentials. This should be doable since the entire rubric doesn’t need to be filled out for informal observations. StepsExamplesAnalyze and set ambitious (and feasible) professional learning goals: Teacher and coach reflect on student outcome goals and performance to date using multiple sources of data and ask:? “What are the 1 or 2 instructional practices that are highest priority for me to improve in order to meet my student outcome goals? Teacher and coach discuss the potential highest-priority learning goals, looking first at mastery of the suggested “foundational goals.” (See list of “Foundational Professional Learning Goals” below.) Teacher and coach agree on 1-2 high-priority professional learning goals and outline the success criteria for meeting this goal and the support needed to meet this goal.Possible data/evidence sources: TCP lesson observation data Informal observation evidenceLesson or unit plansStudent survey dataStudent work samples State test or regents resultsIA data Grade booksMonitor Progress: Teacher and coach discuss and determine the right benchmarks and how they will monitor progress toward this goal throughout the school year: “What are the metrics we will use to measure progress toward this goal at the mid-year? “Some highly effective ways to assess progress include but are not limited to:Informal Observation FeedbackCollecting targeted data during informal observationsStudent work samples Determine Supports: Teacher and coach discuss the types of supports that will help the teacher meet this goal: “What will my coach and I work on to improve my practice and meet this goal?”Some highly effective supports include but are not limited to:Co-planningModeling & practiceObservation & feedbackVideo tapingReal-time coachingFinalize and Enter: Teacher enters goals, benchmarks and supports are entered into AF PlatinumFind user guides for AF Platinum here. Determine how to keep this goal alive throughout the school year. Some ideas to keep goals alive in teacher-coach conversations: Standing agenda item once a monthTeacher and coach keep real-time feedback in AF Platinum between step-backsExample Professional Learning Goals: Professional Learning GoalWhat are the metrics we will use to measure progress toward this goal at the mid-year? What will my coach and I work on to improve my practice and meet this goal?Example 1: “I will maximize student learning by creating and sustaining a focused classroom, consistently using the Behavior Management Cycle (set clear directions, narrate the positive, give?immediate corrections) to get to 100%. This will be evidenced by solid-exemplary ratings (3-5) on all rows of Domain 7: Classroom Culture.”Overall growth over time on Ratings on AF Essentials Rubric – 7a (esp. Consistency with School-wide Discipline System, High Behavioral Expectations, Clear Expectations, Positive Framing, and 100%)Informal Observation Feedback (During informal observations, teacher has 3 to 1 ratio of positive and corrective responses to scholar behavior)Observation Data on Student Actions after Teacher Directions (# scholars with pencils down after teacher directions) Analyzing literal script of teacher comments from lessonModeling from coach and strong teachers, then practicing the skill.Lots of observation and feedback with data on teacher use of the Behavior Management Cycle and impact on student behavior /focusCo-planning crystal clear “”What to Do statements for directions Video teacher and discuss how she’s using or not using the cycle at different moments together Real-time coaching (colored cards for when to narrate positive, etc)Example 2: “By June 2013, I will improve scholar learning by effectively executing active learning strategies to better engage scholars in the aim. This will be evidenced by a 4 on ‘2a: Quality of CFU,’ ‘6b: Accountability & Variety,’ and ‘6b: Scholar Engagement.”By January 2013, I will earn 3s on ‘‘2a: Quality of CFU,’ ‘6b: Accountability & Variety,’ and ‘6b: Scholar Engagement’ on at least 75% of my informal & formal observations.Coach reviews lesson plans for engagement strategies Try two new engagement strategies between September and DecemberCoach observes for these specific rubric rows in informal observations at least 2 times per monthAdditional Resources: Foundational Professional Learning Goals return to topThe following goals are for new and developing teachers. Teacher should master these goals before moving on to other goals. Teachers and coaches should feel free to modify these goals and the measures as they see fit. Foundational GoalsClassroom Management/Culture: I will maximize student learning by creating and sustaining a focused classroom, consistently using the Behavior Management Cycle (set clear directions, narrate the positive, give?immediate corrections) to get to 100%. This will be evidenced by solid-exemplary ratings (3-5) on all rows of Domain 7: Classroom Quality Written Work: My students will improve the quality of their thinking and written work if I sharpen my vision for top-quality student work, set clear expectations for top-quality work through strong visual anchors, and give regular, targeted feedback on student work. ?This will be evidenced by strong ratings (4-5) on Essential 3b: Top-Quality Student Work and by analyzing students’ written work with a writing rubric or vision of excellence.Great Aims and Alignment: I will maximize student learning by ensuring I plan a strong aim (bite-sized, measurable, standards-based, part of logical sequence, at the right level of rigor for my scholars) and align the instructional activities to that aim. This will be evidenced by strong ratings (4-5) on Essential 1: Great Aims and by mastery data on students’ daily and weekly assessments. ?Daily Assessment and Use of Data: I will be able to focus student learning, ensure mastery, and adjust my instruction to meet student needs by writing strong aims-aligned exit tickets (or other daily assessments) and using that data to diagnose areas of scholar understanding and misunderstanding to inform my upcoming instructional planning. This will be evidenced by strong ratings (4-5) on Essential 2b: Daily Assessment, and by mastery data on students’ daily and weekly assessments. Top Quality Oral Responses: My students will improve the quality of their thinking and speaking if I consistently plan exemplar top quality student oral responses into my lesson plans, and then push students to meet those expectations through asking for evidence, insisting right is right, ?using no-opt out and other techniques. This will be evidenced by strong ratings (4-5) on Essential 3b: Top Quality Student Work.Intro to New Material: My students will master new material because I thoughtfully plan and clearly deliver my introduction to new material through an effective think-aloud, model or explanation of key points. This will be evidenced by strong ratings (4-5) on Essential 4b: Effective and Efficient Delivery (Intro to New Materials and Explanation of the Aim) and by data from students’ daily, weekly and interim assessments. (Note: this does not apply to lessons that are inquiry based)Content Knowledge: My students will master essential content and skills because I deeply understand the 3-5 core content and skills in my subject area; the common misunderstandings; and the most effective ways to clarify student confusion. Note: specify the 3-5 core areas of content knowledge that need to be understood. This will be evidenced by strong ratings (4-5) on Essential 4b: Effective and Efficient Delivery (Explanation of New Material) and Essential 4a: Evidence of Planning (Accuracy and Misunderstandings).Resource for using excel-based Student Outcome Goals Tool return to topWhat is the purpose of the excel-based Student Outcome Goal Setting Tool? The excel-based Student Outcome Goal Setting tool helps teachers look at individual student historical performance to set end of year goals for each student. As teachers set end of year goals for each student, the tool quantifies goals for each class the teacher teaches. In addition, the tool helps to ensure that individual student goals roll up to meet or exceed grade level goals set on the 3 year goal setting tool. How do we use the excel-based Student Outcome Goal Setting Tool? Setting Up the Process:Because the Student Outcome Goal Setting tool aligns teacher goal setting with grade level goal setting, teachers who teach the same grade and subject should meet together to complete this teacher goal setting tool.4791075627380Prior to or during the setting of goals, teachers should enter their names next to the scholars they teach in order to roll up student goals into class/teacher level goals. If teachers teach multiple classes and would like to see goals for each class they teach, they should enter in the teacher for the class as “Last Name-Class Name” (ie. “Thompson- Tufts”) so the tool can group together the goals for scholars in each class.Setting Scholar Goals:Note: For this example we will walk through the steps for a Connecticut school. Proficiency levels are L1-L5 (L5 being advanced). New York schools can follow the same process, but the proficiency levels are labeled L1, L2, L2.5, L3, and L4.Ground your work in the school goals: 472440025527000Look at your school’s goals. Enter these into the summary page under school goals. This will help you monitor if you’ve set individual student goals appropriately. 541020067945Set student goals using historical data00Set student goals using historical data421005063500Filter based on 2012 Prof. Level00Filter based on 2012 Prof. LevelAssign student goals in batches using historical data:1060456019800Filter for students who were at L5 in SY11-12, those students should remain L5.Now filter for students at L4 in SY11-12, look across at their past scores. Who could move to a L5? At the end, will we meet or exceed the EOY goal? All others will remain L4.Next, filter for students at L3 in SY11-12, look across at their past scores. Who could move to a L4? At the end, will we meet or exceed the EOY goal? All others will remain L3.Filter, filter for students at L2 and L1 in SY11-12, look across at their past scores. Who could move to a L3? At the end, will we meet or exceed the EOY goal? All others will remain L2.Now step back and skim the list of all students. Did you set an ambitious goal for each student? 0118745Caution—Students should not stay in the same buckets year to year; we should be seeing them move up the proficiency bands.Some students will move more than one proficiency level from year to year.Be aware of the unintended consequences of providing a disproportionate amount of support to scholars who are closer to proficiency. You will want to think about how you differentiate for all students in your classroom.49504601892300Compare student goals to schools goals:The summary page will roll up the counts of students in each of the proficiency bands and the percentages for your pare how your individual student goals compare to your school goals. The color coding can make this easy.Green is equal to or greater than school goalYellow is close to school goalRed is below school goal493395015113000If individual student goals don’t match school goals, go back and refine your list.How will teachers and coaches know if they have done this well? Beyond setting individual student goals, teachers should use this process as way to reflect on what their instruction will need to look like to achieve these goals. To better understand their incoming scholars, teachers can use the historical test information in conjunction with data from IAs in Athena, reading benchmark assessments, and other pieces of student work from previous years to look for trends in student strengths and areas for growth. Teachers should also consider what it means for scholars to reach these goals in terms of the content that they will need to master and the quality of work that they will need to produce in order to plan backwards for how to support students in reaching these goals. Teachers who have done this work thoroughly should be able to answer the following questions:Who are the students who need to move into a higher proficiency level, but you’re not sure how to get them there?What does your picture for end of year student work look like for students at proficient, mastery, and advanced? What standards will be most critical in moving students across proficiency levels? How successful have you been in the past at helping students to demonstrate mastery of those critical standards? ................
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