Goal Setting in Educator Evaluation Sept. 11 th,

Entry Task Today, we’ll be working on educator goal setting. Please take a moment to reflect on your own professional and personal experiences with SMART goals. Which of these pieces of a SMART goal do you think presents the most challenges to enact? S = Specific and Strategic M =Measurable A =Action-Oriented R =Rigorous, Realistic, and Results-Focused (the 3 Rs) T =Timed and Tracked Place a sticky note on the chart you think represents the most challenging work of setting SMART goals. 2

5-10 minutesEntry Task 20 minutesAgenda, Norms, Targets & Danielson Framework 15 minutesSelf-reflect Domain 3 45 minutesDiving into Step 2 of cycle 10 minutesBreak 45 minutesGoal Setting 25 minutesStudent Growth Goals 15 minutesClosure/Next Steps/Reflection 3 Welcome!

Session Norms Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and Others Presuming Positive Intentions What Else? 4

Essential Question(s) Why is it important to measure teacher practice on levels of performance? How can a teacher show growth, professionally or instructionally, on either the comprehensive or focus evaluations?

Understandings The Danielson Framework promotes teacher professional and instructional growth Coherent instruction = student engagement Comprehensive and Focus evaluations both increase the dialogue between teacher and evaluator Levels of performance are essential for growth

Targets Participants will know and be able to: Support the articulation of goal setting as part of the educator evaluation process Build connections back to past learning on multiple measures and self- assessment to support ongoing evaluation planning in alignment with the Washington State Criteria 7

Evaluation Process Teacher Self- Assessment Goal Setting /Pre-Conference (Danielson & Student Growth) Gathering Formative Evidence against the framework (Shared Responsibility) Conference focused on Formative Feedback Repeat Cycle of Formative Evidence Gathering, Conference & Feedback Summative Scoring Step 1 Step 2 Step 3Step 4 Step 5 Final

Self Reflection On Aug. 27 you used the framework to reflect on your practice in Domain 2 You may have set a professional or instructional goal in this process Now take 10 minutes to reflect on your practice in Domain 3 ◦ What might be an instructional or professional goal you would set? 9 First Step in Evaluation cycle

Goal Setting ConferencePre-Conference 10 Between administrator and teacher At the beginning of the school year Purpose ◦ Set an instructional goal; ◦ Set a professional goal ◦ Determine student learning goals for state Criterions 3, 6, and 8 Between administrator and teacher Prior to lesson to be observed Purpose is to: ◦ Gather evidence for Domain 1 ◦ Prep for the observation Second step in the evaluation cycle

10 Questions and Domain 1 1. To which part of your curriculum does this lesson relate? (SC4-1a) 2. How does this learning “fit” in the sequence of learning for this class? (SC4-1a, SC4 -1e) 3. Briefly describe the students in this class, including those with special needs (SC3-1b) 4. What are your learning outcomes for this lesson? What do you want the students to understand? (SC4-1c) 5. How will you engage the students in the learning? What will you do? What will the students do? (SC4-1e) 6. Will the students work individually or groups? (SC4-1e) 7. How will you differentiate instruction for different individuals or groups of students in the class? (SC4-1e) 8. What instructional materials or other resources, if any, will you use? (SC4-1d) 9. How and when will you know the students have learned what you intend? (SC6-1f) 10. Is there anything that you would like me to specifically observe during the lesson? 11

Making connections Split into 5 teams (or more) of 3-4 participants Each group will explore the pre-conference questions and how they relate to the Danielson components Team 1 gets questions1 & 3 Team 2 gets question 2 Team 3 gets questions 4 & 5 Team 4 gets questions 6 & 7 Team 5 gets questions 8 & 9 12

Discuss in your teams: What does this question mean to them? Is this new practice? Using the rubric determine available evidence for each of the elements listed in proficient for your chosen question and component Using the rubric determine available evidence for each of the elements listed in distinguished for your chosen question and component Complete a poster to share 13

Share out Each team shares out their posters to the larger group As each team is presenting jot notes in the packet down about how their ideas may apply to you during your pre- conference 14

10 minute break 15

Preparing Teachers for Goal Setting 16 Self-Assessment Step Step 1: Student Data Analysis Step 2: Professional Practice Rating Goal Type Student Learning Goal Professional Practice Goal A capital “G!” indicates that the guidance represents Washington State law. A lowercase “g” indicates that the guidance represents research-based best practice but is not mandated by law.

Understanding Goal Setting Instructional practice goal Focused on improving specific instructional practices identified in the Danielson framework 17 Professional practice goal  Focused on improving professional practices tied to Danielson framework (e.g., seeking PD, collaborating with colleagues, etc.)

Understanding Goal Setting Connections to Be Made: Rooted in Washington State Teacher Criteria Aligned to the Danielson framework and informed by recommended best practices and tools within that framework Coordinated with district, school, team, and grade-level goals 18

Example Instructional Practice Goal Our ninth-grade team will research and become more familiar with strategies proven to help build sustainable and ongoing partnerships with service learning organizations in our community that are willing to be supportive and engaged with our students. We will implement a minimum of three of the approaches or strategies by the end of the school year. As a result of our efforts, we will see at least two partnership that represent either new, or significantly strengthened and improved, relationships with service learning organizations. Our students will experience more meaningful and coherent service learning experiences as a result. 19

What Makes Our Goals SMART ? Individually: Read handout pages 3-5, “What Makes a Goal ‘S.M.A.R.T.’?” Underline one phrase that you find most significant in the reading, that resonates with or pushes your thinking about goal setting. In a triad: Share your phrases and discuss any insights about the reading and implications for your goal setting Answer Part A Answer Part B 20

Learning Wrap Up Effective educator goal setting: ◦ Connects back to self-assessment work and reinforces the process of using multiple measures ◦ Includes a focus on student learning and professional practice ◦ Is a process informed by the SMART goals framework, as well as the structures and tools from Danielson ◦ Coordinates the work of individual teachers and principals with teams, the school, and the district 21

Your instructional/professional goals Take 10 minutes to reflect on your instructional/professional goals ◦ Are they SMART? ◦ Are they rooted in the criteria? ◦ Are they aligned to the Danielson framework? ◦ What evidence? ◦ How will you measure success? ◦ If not, take time now to re-write them in the packet 22

Stretch break – 2 minutes 23

Student Learning Goal - Setting a Measure Goal-setting a measure of educator performance: How do you incorporate goal-setting as a source of evidence? ◦ How will you and your principal identify evidence to demonstrate achievement of or progress on goals? ◦ How will you measure success of or progress towards achieving the goal using evidence? One Approach: Evidence Collection 24

Student Learning Goal - Setting a Measure Goal-setting as measure of educator performance: Review the “results-oriented path” you created in the last activity: ◦ Part C: What sources of evidence could be used to assess the 9 th grade team’s progress along that path?  Make a list of at least 3 potential sources of evidence. ◦ Part D: What evidence statements could you produce from your sources of evidence for the 9 th grade team? 25

Evaluation Process Teacher Self- Assessment Goal Setting /Pre-Conference (Danielson & Student Growth) Gathering Formative Evidence against the framework (Shared Responsibility) Conference focused on Formative Feedback Repeat Cycle of Formative Evidence Gathering, Conference & Feedback Summative Scoring Step 1 Step 2 Step 3Step 4 Step 5 Final

Reflecting Please complete the district reflection form Add to your reflection: What will you do to continue to get SMARTer, as you consider goal setting’s role in teacher evaluation? Take a few minutes and create at least two sticky notes for the “what went well/didn’t” Chart on your way out. ◦ Went well: What was a real “plus” in today’s session? What went well and should be repeated? ◦ Didn’t go well: Where is there room for improvement and change? 27

What’s Next? Next Session is Student Learning Goal Setting on the Sept. 25 th half day 28