Professional Learning:
Professional Growth Goals &
Student Growth Goals
Planning & Processes
Jenny Ray, Presenter
Reflecting on our last meeting…
• Initial self-reflection on the Kentucky Framework
for Teaching (all components)
• Introduction to the Educator Development tab in
CIITS
• In a perfect world, based on our last meeting,
where should I be today?..
– Completion of self-reflection in EDS with a few
comments on some of the components of KFfT;
submitted to my principal
– A first draft completion of my PG goal, based on my
initial reflection; submitted to my principal
PROFESSIONAL
BETTER TEACHING
BETTER RESULTS
BETTER SCHOOLS
What do I need to
Identify the Learning Focus from your
learn to meet my
Needs Assessment
student growth goal?
Begin with your Student
Growth Goal
May be more than 1
PGP goal if needed
Previous
Feedback
Student
Assessment
data
Student
Survey Data
Self
Assessment
on
Framework
What other
information can I
use to create my
goal?
PGP
Goal
Other
The key element of a quality
Professional Growth Plan is
a quality Professional
Growth Goal!
PG Goal Setting
“It is essential to recognize that
these goals are goals for the
teacher’s learning, not student
learning.” –Charlotte Danielson
1.
What do I want to change about my practices
that will effectively impact student learning?
2.
How can I develop a plan of action to address
my professional learning?
3.
How will I know if I accomplished my
objective?
MY
LEARNING
FOCUS
PLAN
SUMMARY
EVIDENCE
OVERVIEW
STUDENT GROWTH GOAL
For the 2011-2012 school year, 100% of my
students will make measurable progress in
argumentative writing. Each student will
improve by at least one performance level in
three or more areas of the LDC writing rubric.
Furthermore 80% of students will score a 3 or
better overall.
Sample PGP Goals
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC prompts
and rubrics as well as instructional strategies to help my
students be successful. I’d like to meet with the English
teachers, observe their instruction with argumentative writing,
spend time on the Gates web site and read examples from
other SS teachers. Evidence that I am accomplishing my goal
include reflections on my observations, example prompts that I
create throughout the year, examples of student writing at
different levels as well as principal feedback on Domain 1E
(Designing coherent instruction) as well as 3C (Engaging
Students).
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to
help my students be successful. I’d like to meet with the
English teachers, observe their instruction with
argumentative writing, spend time on the Gates web site
and read examples from other SS teachers. Evidence that I
am accomplishing my goal include reflections on my
observations, example prompts that I create throughout the
year and examples of student writing at different levels as
well as principal feedback on Domain 1E (Designing
coherent instruction) as well as 3C (Engaging Students)
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to
help my students be successful. I’d like to meet with the
English teachers, observe their instruction with
argumentative writing, spend time on the Gates web site
and read examples from other SS teachers. Evidence that I
am accomplishing my goal include reflections on my
observations, example prompts that I create throughout the
year, examples of student writing at different levels as well
as principal feedback on Domain 1E (Designing coherent
instruction) as well as 3C (Engaging Students).
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to help
my students be successful. I’d like to meet with the English
teachers, observe their instruction with argumentative
writing, spend time on the Gates web site and read examples
from other SS teachers. Evidence that I am accomplishing
my goal include reflections on my observations, example
prompts that I create throughout the year and examples of
student writing at different levels as well as principal
feedback on Domain 1E (Designing coherent instruction) as
well as 3C (Engaging Students).
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to help
my students be successful. I’d like to meet with the English
teachers, observe their instruction with argumentative
writing, spend time on the Gates web site and read examples
from other SS teachers. Evidence that I am accomplishing
my goal include reflections on my observations, example
prompts that I create throughout the year, examples of
student writing at different levels as well as principal
feedback on Domain 1E (Designing coherent instruction) as
well as 3C (Engaging Students).
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to help
my students be successful. I’d like to meet with the English
teachers, observe their instruction with argumentative
writing, spend time on the Gates web site and read examples
from other SS teachers. Evidence that I am accomplishing
my goal include reflections on my observations, example
prompts that I create throughout the year, examples of
student writing at different levels as well as principal
feedback on Domain 1E (Designing coherent instruction) as
well as 3C (Engaging Students).
Based on reviewing my curriculum standards and student
assessment results I realize that I need to focus on
argumentative writing. I need to learn about the LDC
prompts and rubrics as well as instructional strategies to help
my students be successful. I’d like to meet with the English
teachers, observe their instruction with argumentative
writing, spend time on the Gates web site and read examples
from other SS teachers. Evidence that I am accomplishing
my goal include reflections on my observations, example
prompts that I create throughout the year, examples of
student writing at different levels as well as principal
feedback on Domain 1E (Designing coherent instruction) as
well as 3C (Engaging Students).
Sample PG Goal and Action Plan
PG Goal Setting
“It is essential to recognize that
these goals are goals for the
teacher’s learning, not student
learning.” –Charlotte Danielson
1.
What do I want to change about my practices
that will effectively impact student learning?
2.
How can I develop a plan of action to address
my professional learning?
3.
How will I know if I accomplished my
objective?
MY
LEARNING
FOCUS
PLAN
SUMMARY
EVIDENCE
OVERVIEW
PGP Process
• Vignette
Reflect…..
• What did you learn about writing a goal from this
activity?
• What did you learn about creating a plan of action
related to the goal?
• What did you learn about self-assessing on
progress toward meeting the goal?
Student Growth Goals
Student growth measures in
Kentucky’s field test
State Contribution
Student Growth
Percentiles –
applies to grades 4 – 8
reading & math
Local Contribution
Student Growth Goal
– applies to all
teachers
22
DETERMINED BY
THE STATE USING
STATE ASSESSMENT
DETERMINED
COLLABORATIVELY WITH
TEACHER & PRINCIPAL
Goal
Setting
Needs
Assessment
Action Plan
Student
Growth
Process
Determine Needs: Your Starting Line

Know the expectations of your content
area standards

Know your students

Identify appropriate sources of evidence
STEP 1: NEEDS ASSESSMENT:
Know the expectations of your standards
Key Concepts/Processes that are developed
throughout the year for your content
Key Concepts/Processes critical/pivotal to
your course/content standards
Concepts/Processes that are cognitively
rigorous for students
STEP 1: NEEDS ASSESSMENT (cont.):
Know Your Students
Classroom
Assessment
data
Student KPREP
data
District/School
common
assessments
Review
data
Other data
available to
the teacher
STEP 1: NEEDS ASSESSMENT (cont.)
Identify appropriate sources of evidence
Determine Standard – Assessment Match
THE ASSESSMENT MUST BE:
RIGOROUS
DISCUSS:
What will teachers
need to know to be
able to identify
and/or create
assessments that
are congruent to
standards?
COMPARABLE
CALLING FOR
CONGRUENCY TO
THE STANDARDS
On your own…
• Identify pivotal standards in your content that
are assessed all year long.
• What are ways you can assess where students
are in meeting those standards, now?
• How will you know what it looks like for
students to “meet” the standards where the
most growth is needed?
Collaboration is Key
• What structures are currently in place for you
to collaborate with your colleagues about
student growth goals in your content
area/grade level? (Domain 4 in KFfT)
Effectively Assessing Standards is KEY
• Learning Targets aligned to content standards
– Formatively assessed
• Daily
• Upon Unit Completion
• Unit Assessments (multiple units…SGG
standards must be enduring for the year)
• Otherwise, how will you know where students
are in meeting the SGG?
GUIDING QUESTIONS
• Developed around the student growth process
• Can be used for:
– Teacher reflection during creation of the
goal/plan
– Principal analysis and questions for conferencing
The Principal’s ROLE IN GOAL
CREATION
• Understand the process and develop structures
within your school to support teachers
• Collaborate with teachers on goal creation
• Be ready to analyze goals to provide teachers
with feedback
– Is the goal rigorous/comparable – in other words
congruent to the standards
– Is the goal SMART?
– Does it measure both growth
and proficiency?
Are there people,
processes, etc. within your
building to check for
congruency?
STEP 2: CREATE A SPECIFIC LEARNING
GOAL
Meets SMART criteria
Includes growth statement/target
How
much
growth?
Includes proficiency statement/target
At what
level?
RESOURCE
Pg. 21
Is the Goal SMART?
For the 2011-2012 school year, 100% of my
students will make measurable progress in
argumentative writing. Each student will
improve by at least one performance level in
three or more areas of the LDC writing rubric.
Furthermore 80% of students will score a 3 or
better overall.
Comparing PGP & SGG
PGP
STUDENT GROWTH
Written in the fall, reviewed mid-year and goal attainment decided at
summative
Focus on growth and improvement
Collaboratively created with principal & teacher
Measured by a change in teacher
practice
Measured by an improvement in
student learning.
Written based on 3 questions
Meets the SMART goal criteria
Action plan – How the teacher will
accomplish his/her learning.
Action Plan – How the teacher will
accomplish the student learning.
Summative involves review of the
data/evidence to support rating in
Domain 4.
Summative involves review of the
data/evidence to support rating in
Domain 5.
•
Let’s Begin the Process..
Coming Soon…
• Peer Observation Training
• Contact your principal for completion dates
• Go to www.jennyray.net and click on the PGES
tab (1st column) to get to the training slides as
well as the training portal.
• The 2nd observation window closes at the end
of the 1st semester; the 3rd observation
window closes near the end of February