1. Setting Your Goals For TTESS Insert Campus Name Here July 15, 2016

2. GSPD is an ongoing, recursive process through which teachers authentically engage in reflection about current professional practices, identify individualized professional growth goals, establish and implement a professional development plan to attain those goals, and track progress toward the goals over the course of the year. What is the purpose of the Goal-Setting and Professional Development Plan process?

3. 3 Standard 6 - Professional Practices and Responsibilities Texas Administrative Code, Chapter 149.1001 Teacher self-reflection of strengths and professional learning needs, Establishing personal goals to strengthen their instructional effectiveness and better meet students’ needs, and Engagement in relevant, targeted professional learning opportunities aligned to their goals.

4. Vision Tomorrow’s Leaders Learning Today Mission The mission of the Socorro Independent School District is to optimize our student’s academic, artistic, athletic, and interpersonal skills.

7. Texas Teacher Evaluation and Support System Professional Growth Dialogue Learning Together High Expectations Sense of Urgency Academic Performance Effective Instruction Shared Leadership & Ownership

8. Standards and Alignment Data and Assessment Knowledge of Students Activities Planning Classroom Environment, Routines, and Procedures Managing Student Behavior Classroom Culture Learning Environment Professional Demeanor and Ethics Goal Setting Professional Development School Community Involvement Professional Practices and Responsibilities Achieving Expectations Content Knowledge and Expertise Communication Differentiation Monitor and Adjust Instruction T-TESS Rubric Overview

9. 9 T- TESS Growth Development Support Collaboration

10. Goal Setting Expectations

11. Goal Setting Helps teachers… Reflect on their current professional practices Identify their professional growth goals Build their professional development plan to attain those goals, and Track progress toward their goals over the course of the year

12. Teacher Reflects on T-TESS Rubric & Personal Practice to Draft Goal Teacher Shares Goal with Supervisor for Feedback Supervisor Approves Goal or Asks for Revision Teacher Implements Learning Strategies for Attaining Growth Goal Teacher Reflects on Progress; Supervisor and Teacher Discuss Progress Professional Growth Process

13. Professional growth goals drive significant progress in student achievement and personal effectiveness.

14. T-TESS Professional Growth Goals Focus on improving professional practices and instructional skills Align with educator performance standards in the T-TESS system Use a variety of sources and types of student data that reflect student needs and strengths, educator data, and school/district data Should be created in consultation with appraiser

15. Types of Goals Program goals tend to be less personal and are less threatening because they focus on programs, activities, materials, curriculum, etc. Example: To improve student success, I will review and make appropriate changes to my selection of supplemental math curriculum materials. Learner goals provide an opportunity to measure more accurately how well the teacher met a pre-established goal; however, the ends-orientation of this kind of goal-setting has less effect on the means of instruction and may change annually. Example: At least 80% of students will be able to correctly identify at least 80% of the presidents by October 15. Performance goals offer the best chance for personal involvement on the teacher’s part because these kinds of goals focus specifically on the teacher’s behavior, rather than on the students or programs. Example: I will improve my abilities to monitor and adjust instruction through targeted questioning techniques at varied levels of cognition, the use of wait time, and academic feedback to students.

16. Performance Goals Reflect a desire to learn new skills, master new tasks, and understand new things Increase use of instructional objectives in developing effective classroom teaching strategies Develop procedures for increasing the amount and quality of student-teacher interactions Tailor questioning to different ability levels in the classroom Increase involvement of students through the use of more student-centered teaching techniques Promote or encourage personal sustainability

17. Teacher Reflection & Considerations Please take some time to reflect on the following questions prior to beginning the goal-setting process: What do I want to change about my practice that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective?

18. Post – It Time! On a post-it, write down three things you would like to change or improve about your instruction

19. What are SMART Goals SpecificWhat you want to accomplish? Who, What, Where, When, Which, Why MeasurableHow will you demonstrate and evaluate the extent to which the goal has been met? Ambitious/Attainable/ Actionable/Achievable How can you set stretch and challenging goals within your own ability to achieve the desired outcome? What is the action-oriented verb? RelevantHow does the goal tie into your key responsibilities? How is it aligned to the your objective? Is it aligned to best practices and research and/or district/campus/team priorities? Time-BoundDoes it have a clear end or target date with intermittent benchmarks to guide your goal to a successful and timely completion? Deadlines, Dates, Frequency, Etc.

20. Sample SMART Goal By using strategies found in Pathways to Understanding, by Laura Lipton, I will incorporate the use of at least three new instructional strategies into my teaching practice during the 2015-2016 school year to help students become independent learners and problem solvers.

21. Breaking down the SMART Goal… Specificthe use of at least three new instructional strategies Measurableto help students become independent learners and problem solvers (The evidence for effectiveness might include the following: comparison of student work samples from assignments given before and after using the three strategies.) Ambitious/Attainable/ Actionable/Achievable Incorporate three new instructional strategies (action verb) Relevantfound in Pathways to Understanding (research based) Time-Boundduring the 2015-2016 school year

22. Appraiser Goal Review & Feedback Administrators will review the teacher’s goal to determine if it meets the following criteria: Does the goal articulate what the teacher wants to change about his/her practice that will effectively impact student learning? Does the goal include a plan of action to address the teacher’s professional learning? Does the goal include sources of evidence that would serve as success criteria for meeting the identified objective?

23. T-TESS Goal-Setting Components Goal What do you want to achieve? Dimension What is/are the correlating T-TESS dimension(s)? Actions How will you accomplish this goal? Targeted Completion Date When do you anticipate your goal will be met? Evidence of Goal Attainment How will you know your goal has been met? How will you know whether it is has impacted instruction and student achievement?

24. Sample Goal-Setting Process - Completed * Adapted from Rochester City School District Suggested Goal Setting Process State an Intention to Engage in Learning Describe an Area of Focus Include the Relevance Add the Actions/Activities Estimate a Completion Date Identify Possible Evidence of Goal Attainment Action VerbWhat?Why?How?When?How Will You Know? I will incorporate the use of at least three new instructional strategies into my teaching practice to help students become independent learners, which will result in a 10% increase in all STAAR- tested areas by using strategies found in Pathways to Understanding by Laura Lipton June 2016Examine individual student work samples from lessons before and after using the new strategies to see the difference in the way they develop their essays Compare students’ results on the STAAR exams from last year to this year I will improvemy communication of goals, expectations, and directions clearly to my students so that the purpose of each lesson is clear and they will know how to proceed on assignments. by using repetition and modeling the correct procedures December 2015 Give my students weekly surveys between September and December asking them to rate on a scale of 1-4 how well they understood the purpose of our lessons and assignments that week Compare weekly survey results to allow me to change teaching strategies to improve student outcomes I will useat least five different leveled questions in my classroom discussions to promote student thinking so that student understanding of all curriculum is improved, resulting in a 10% increase in all STAAR-tested areas by using Bloom’s Taxonomy as a guide June 2016Keep samples of the questions that I ask each day in each content Compare student work samples before and after my use of the leveled questions Compare students’ results on the STAAR exams from last year to this year

25. Sample Goal-Setting Process - Completed * Adapted from Rochester City School District Suggested Goal Setting Process What Do You Want to Achieve? How Will You Know the Goal Has Been Met? What Action(s) Will You Take? How Will You Accomplish the Goal? Why is this Important? When Do You Hope to Complete This? Identify Possible Evidence of Goal Attainment SpecificMeasurableAttainable/Ambitious/ActionRelevantTime-BoundHow Will You Know? I will increase my knowledge of effective strategies for working with ELL students resulting in a 10% increase in the language proficiency of my ELL students by working with my PLC group and incorporating three new research- based strategies into my planning, instruction, and the learning environment to accommodate the individual language proficiency needs of my ELL students each grading period during the 2015-16 school year Compare my lessons from last year to my lessons this year and review the new strategies that I have included Compare the results on the ELL language proficiency through TELPAS of my ELL students from last year to this year I will improve my abilities to monitor and adjust instruction resulting in a 10% increase in the STAAR scores for all of my students through targeted questioning techniques at varied levels of cognition, the use of wait time, and academic feedback to students to increase time for instruction and reduce student misunderstandin gs each quarter during the 2015-16 school year Increased ability to effectively monitor and adjust instruction as measured through Peer and administrator feedback Student responses/cognition Student performance data, i.e., student work samples, unit assessments, grades, and state assessments

26. T-TESS Goal Setting Template Part I: Data Analysis and Goal Setting 1. Identify the data and processes used to assess students’ academic and developmental needs. 2. Identify the data and processes used to assess your professional growth areas.

27. T-TESS Goal Setting Template Professional Goal #1 Goal: (what do you want to achieve?)Dimension: (from T-TESS rubric): Action: (how will you accomplish your goal?) Target Completion Date: (when will your goal be met?): Evidence of Goal Attainment: (How will you know your goal has been met? How will you determine the impact on instruction and student achievement?)

28. How do we Document Goal Creation? Goal-setting conference with appraiser CWTs and coaching sessions Formative reviews with colleagues (PLC/faculty meetings, peer partners, etc.) Pre-conference with appraiser Post-conference with appraiser

29. How do we Document Goal Progress? Personal evidence/artifact collection throughout the year Personal goal reflection to prepare for end-of-year conference Identify the evidence of goal attainment/progress, including the impact on student achievement. Identify the professional development participation connections for this goal. Describe how you used this goal and the professional development above to impact instruction and student achievement. What, if anything, would you have done differently? How will you extend this goal/learning? End-of-year conference with appraiser

30. Key Points to Consider

31. The GSPD Plan shall be: Submitted to the teacher’s appraiser within the first six weeks from the day of completion of the T-TESS orientation for teachers new to T- TESS or the district. Drafted at the end-of-year conference and submitted to the teacher’s appraiser within the first six weeks of instruction for teachers who were previously appraised with T-TESS. Approved by the appraiser. Maintained throughout the course of the school year by the teacher to track progress and attainment of goals and participation in professional development activities detailed in the approved plan. Texas Administrative Code, Chapter 150.

32. The GSPD Plan shall be: Shared with the appraiser prior to the end-of-year conference. Used after the end-of-year conference in the determination of ratings for the goal setting and professional development dimensions of the T-TESS Rubric. A GSPD Conference is required for all teachers in the first year of appraisal under T-TESS and for teachers who are new to the district. Texas Administrative Code, Chapter 150.

33. T-TESS Rubric Teacher Data Student Data Texas Teacher Standards GSPD Plan Other GSPD as a Connected Process

34. Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher’s continuous professional growth. Goal Setting and Professional Development Plan Why?

35. T-TESS Performance Descriptors for Goal Setting

36. Professional Practices & Responsibilities Dimension 4.2 – Goal Setting

37. Anchor in Proficiency Anchor in Proficiency (ROCK SOLID TEACHING) Highlight Descriptors “Looks Like, Sounds Like” “At-A-Glance” summary Move to the LEFT Move to the RIGHT

38. Proficient, Rock Solid Goal Setting Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback. Meets all professional goals resulting in improvement in practice and student performance.

39. Accomplished Goal Setting Sets some short- and long-term professional goals based on self- assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. Meets all professional goals resulting in improvement in practice and student performance. (Remains the same)

40. Distinguished Goal Setting Consistently sets, modifies and meets short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning. Implements substantial changes in practice resulting in significant improvement in student performance.

41. Proficient, Rock Solid Goal Setting Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback. Meets all professional goals resulting in improvement in practice and student performance.

42. Developing Goal Setting Sets short-term goals based on self-assessment. Meets most professional goals resulting in some visible changes in practice.

43. Needs Improvement Goal Setting Sets low or ambiguous goals unrelated to student needs or self-assessment. Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.

44. Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher’s continuous professional growth. Goal Setting and Professional Development Plan Why?