Setting Your Goals
For TTESS
Insert Campus Name Here
July 15, 2016
What is the purpose of the Goal-Setting and
Professional Development Plan process?
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.
• Teacher self-reflection of strengths and professional learning
needs,
•
Texas
Standard 6 Administrative
Professional
Code,
Establishing personal goalsPractices
to strengthen
their instructional
and
Chapter
Responsibilities
effectiveness
and better meet
students’ needs, and
149.1001
• Engagement in relevant, targeted professional learning
opportunities aligned to their goals.
3
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.
Texas Teacher Evaluation
and Support System
 Professional Growth
 Dialogue
 Learning Together
 High Expectations
 Sense of Urgency
 Academic Performance
 Effective Instruction
 Shared Leadership & Ownership
T-TESS Rubric Overview
Planning
• Standards and Alignment
• Data and Assessment
• Knowledge of Students
• Activities
Learning
Environment
Instruction
•
•
•
•
•
Achieving Expectations
Content Knowledge and Expertise
Communication
Differentiation
Monitor and Adjust
• Classroom Environment, Routines,
and Procedures
• Managing Student Behavior
• Classroom Culture
• Professional Demeanor and Ethics
Professional Practices
and Responsibilities
• Goal Setting
• Professional Development
• School Community Involvement
Development
Growth
Support
Collaboration
TTESS
9
Goal Setting Expectations
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
Teacher Reflects
on T-TESS Rubric
& Personal
Practice to Draft
Goal
Teacher Reflects
on Progress;
Supervisor and
Teacher Discuss
Progress
Teacher Shares
Goal with
Supervisor for
Feedback
Professional Growth Process
Teacher
Implements
Learning Strategies
for Attaining
Growth Goal
Supervisor
Approves Goal or
Asks for Revision
Professional growth goals drive significant
progress in student achievement and
personal effectiveness.
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
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.
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
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?
Post – It Time!
 On a post-it, write down three things you would
like to change or improve about your instruction
What are SMART Goals
Specific
What you want to accomplish?
Who, What, Where, When, Which, Why
Measurable
How will you demonstrate and evaluate the extent to which the
goal has been met?
Ambitious/Attainable/ How can you set stretch and challenging goals within your own
Actionable/Achievable ability to achieve the desired outcome?
What is the action-oriented verb?
Relevant
How 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-Bound
Does 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.
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.
Breaking down the SMART Goal…
Specific
the use of at least three new instructional strategies
Measurable
to 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)
Relevant
found in Pathways to Understanding (research based)
Time-Bound
during the 2015-2016 school year
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?
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?
Sample Goal-Setting Process - Completed
State an
Intention to
Engage in
Learning
Describe an
Area of Focus
Include the
Relevance
Action Verb
What?
Why?
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 STAARtested areas
Add the
Actions/Activities
Estimate a
Completion
Date
Identify Possible Evidence
of Goal Attainment
How?
When?
How Will You Know?
by using strategies June 2016
found in Pathways to
Understanding by
Laura Lipton
I will improve my communication
of goals,
expectations, and
directions clearly to
my students
so that the purpose of each by using repetition
lesson is clear and they will and modeling the
correct procedures
know how to proceed on
assignments.
December
2015
I will use
to promote student thinking by using Bloom’s
so that student
Taxonomy as a
guide
understanding of all
curriculum is improved,
resulting in a 10% increase
in all STAAR-tested areas
June 2016
at least five different
leveled questions in
my classroom
discussions
• Examine 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
• 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
• Keep 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
* Adapted from Rochester City School District Suggested Goal Setting Process
Sample Goal-Setting Process - Completed
How Will You Know
What Do You
the Goal Has Been
Want to Achieve?
Met?
Specific
Measurable
How Will You
Accomplish the Goal?
Why is this
Important?
When Do
You Hope
to
Complete
This?
Attainable/Ambitious/Action
Relevant
Time-Bound
What Action(s) Will You
Take?
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 researchbased strategies into my
planning, instruction, and
the learning environment
to accommodate
the individual
language
proficiency needs
of my ELL
students
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
•
grading
period
during the
•
2015-16
school year
Identify Possible Evidence
of Goal Attainment
How Will You Know?
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
each
Increased ability to effectively monitor and
quarter
adjust instruction as measured through
during the
• Peer and administrator feedback
2015-16
• Student responses/cognition
school year • Student performance data, i.e.,
student work samples, unit
assessments, grades, and state
assessments
* Adapted from Rochester City School District Suggested Goal Setting Process
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.
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?)
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
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
Key Points to Consider
 Texas Administrative Code, Chapter 150.
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 TTESS 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.
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.
 GSPD as a Connected Process
Texas
Teacher
Standards
Teacher
Data
T-TESS
Rubric
Student
Data
Other
GSPD Plan
 Goal Setting and Professional Development Plan
 Establish a positive correlation between the quality of
teaching and learning,
 Target instructional decisions based upon student data,
Why?
 Create a mechanism for teacher refinement of practices,
and
 Increase effectiveness of instruction via the teacher’s
continuous professional growth.
T-TESS Performance Descriptors for
Goal Setting
Professional Practices & Responsibilities
Dimension 4.2 – Goal Setting
Anchor in Proficiency
• Anchor in Proficiency
TEACHING)
•

•
•
•
Highlight Descriptors
“Looks Like, Sounds Like”
“At-A-Glance” summary
Move to the LEFT
Move to the RIGHT
(ROCK SOLID
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.
Accomplished Goal Setting
• Sets some short- and long-term professional goals based on selfassessment, 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)
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.
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.
Developing Goal Setting
• Sets short-term goals based on self-assessment.
• Meets most professional goals resulting in some visible changes in practice.
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.
 Goal Setting and Professional Development Plan
 Establish a positive correlation between the quality of
teaching and learning,
 Target instructional decisions based upon student data,
Why?
 Create a mechanism for teacher refinement of practices,
and
 Increase effectiveness of instruction via the teacher’s
continuous professional growth.