APS Teacher Evaluation
A SMART Process for Student and Teacher Growth
Connecting
Teacher Performance to
Academic Progress via SMART
Goal Setting
APS Revised Teacher Evaluation Process
Agenda
1. An Overview of Student Achievement Goal
Setting and Creating SMART Goals
2. Developing Strategies and Monitoring Progress
3. Determining Goal Attainment
Proposed APS Teacher Evaluation Process
Overview
Writes
Lesson Plans
Writes
Compiles
Participates
Participates
Participates
SMART
Goal
Document
Log
Observations
Mid-Year
Evaluation
Approves
Reviews
Conducts
Lesson Plans
Monitors
Facilitates
Facilitates
Part 2 What is a SMART Goal?
What is student achievement goal setting?
Step 2:
Step 1:
Determine
needs
Create
specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
goal
What are the purposes of
Student Achievement Goal Setting?
 Focus on student/learner/program results
 Explicitly connect teaching and learning
 Improve instructional practices and
teacher/education specialist performance
 Tool for school improvement
Specific
The goal is focused on learner needs.
Measurable
An appropriate instrument/measure is
selected to assess the goal.
Appropriate
The goal is within the teacher’s control to
effect change.
Realistic
The goal is feasible for the teacher.
Time limited
The goal is contained within a single
school year.
Sample SMART Goal
In the current school year, using a 24-point divisiondeveloped rubric to measure texture, form, space, color,
tone, and line (in which 20 points is considered proficient)
students scoring a level 20 or higher will advance their
skills by learning another artistic style, such as still life.
Specific: Focused on two-dimensional landscape
Measurable: Rubric used to assess performance
Appropriate: The teacher teaches the content and skills contained
in middle school art
Realistic: The goal of increasing student performance by at least
six points is realistic
Time-bound: Goal attainment can be addressed by the end of the
year with a performance task scored by a division-developed rubric
Example APS Smart Goals
Secondary Science
A minimum of 90% of all students; 66% SPED
and 75% ELL students will answer more than
25/50 questions correctly on posttest (using
released Biology SOL questions) and/or pass the
EOC Biology SOL. Students who answer greater
than 25/50 have a very high likelihood of
passing the EOC Biology SOL.
Example APS Smart Goals
Elementary Reading
For the current school year, all of my grade 1
students will make measurable growth on PALS
by increasing their scores on the word list and
spelling subtests by 5 points. In the spring 2013,
90% of my students will meet the spring
benchmark (35).
Applying a Goal Setting Rubric
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
SMART Goal Guide
Progress (Growth) vs. Achievement Goals
PROGRESS
ACHIEVEMENT
Students will score X%
greater on the
post-test than on the
pre-test.
OR
Students will increase
their performance by X
performance level on
the rubric.
X% of students will
achieve a score of X or
higher.
Examples
Teacher G
Grade 2
Teacher G– Second Grade
During this school year, my students will
improve on word knowledge and oral reading
fluency.
Teacher G’s Baseline Data
Number of Students Meeting PALS Benchmark
(Fall)
Number of Students
18
14
13
13
11
8
3
-2
Spelling
First Grade Word
Knowledge
Summary Benchmark
Teacher G’s Baseline Data
Number of Students
Instructional Reading Level
18
16
14
12
10
8
6
4
2
0
10
7
1
Below (Btw P/1 or
below)
On Target (1st)
Above (Btw 1/2 or
above)
Applying a Goal Setting Rubric
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
Teacher G’s Goal
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
Better goal for Teacher G?
Goal Statement:
During this school year, 100% of my students will
improve in instructional reading level. Each
student will move up at least a grade level in
oral reading from fall to spring. Furthermore,
students who are below grade level will increase
their instructional reading level by 1.5 years.
Teacher H
Government
Teacher H– Government Teacher
For the current school year, my students will
have the knowledge and skills to be productive
members of their society because they will be
able to analyze primary and secondary source
documents.
Applying a Goal Setting Rubric
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
Teacher H’s Goal
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
Better goal for Teacher H?
Goal Statement:
During this school year, 100% of my students will improve in
analyzing primary and secondary source documents. Each
student will increase his/her ability to analyze documents by
one level on the rating rubric. Furthermore, 75% of students
will score at “proficient” or above.
Teacher E
Grade 5
http://screencast.com/t/Jwnf3pE0jOe
Teacher E’s Goal
Goal Statement:
In current school year, each student will make
measurable progress on the STAR assessment.
Each student will gain at least one year’s growth
in grade level equivalency.
STAR Reading Growth Report
7
6
Number of students
6
5
5
4
4
August
3
3
2
1
1
0
0
2
3
4
5
6
7
Grade Equivalency (GE)
Applying a Goal Setting Rubric- Teacher E
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
Applying a Goal Setting Rubric- Teacher E
Goal Setting Rubric for Feedback
CANNOT MOVE
FORWARD
The student learning and
academic achievement
goals are unrelated to
identified student
needs.
CANNOT MOVE
FORWARD
The student
achievement goal is
related to identified
student needs, but does
not reflect acceptable
growth through the
course of the year.
Sufficient rigor is lacking.
MOVE FORWARD
The student
learning and
academic
achievement goal is
rigorous and
attainable, and
reflects acceptable
growth during the
course or school
year
APS Revised Teacher Evaluation Process
Agenda
2. Developing Strategies and Monitoring
Progress
What is student achievement goal setting?
Step 2:
Step 1:
Determine
needs
Create
specific
learning goals
based on preassessment
Step 3:
Create and
implement
teaching and
learning
strategies
Step 4:
Monitor
student
progress
through ongoing
formative
assessment
Step 5:
Determine
whether the
students
achieved the
goal
What is a student achievement goal?
Goal … a statement of an intended outcome of your work:
Student Learning
Distinct from Strategies
Strategies = Means
Goal
= End
APS Revised Teacher Evaluation Process
Agenda
3. Determining Goal Attainment
Determining Goal Attainment
• Monitor progress
• Adjust as needed
What data sources would be appropriate for …
• Establishing baseline data and
determining goal attainment?
• Progress monitoring goal progress
throughout the year?
• TOOL: APS Assessment Inventory
Based on what you have learned, what do you see as
the benefits and challenges of student achievement
goal setting?
Benefits
Challenges
Common Challenges
1. Data access & analysis
– Robustness of data system
– Teacher & administrator skills
2. Sufficient & appropriate assessments
3. Writing SMART goals
4. Clarifying the acceptable amount of progress
5. Developing instructionally-based strategies
– See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….
Setting student achievement goals…
 Focuses on student results
 Connects teaching with learning
 Improved instruction in the classroom
 Contributes to school improvement
APS Revised Teacher Evaluation Process
Agenda
1. An Overview of Student Achievement Goal
Setting and Creating SMART Goals
2. Developing Strategies and Monitoring Progress
3. Determining Goal Attainment
APS Teacher Evaluation
A SMART Process for Student and Teacher Growth