Washington State
Teacher and Principal
Evaluation Project
Preparing and Applying Formative Multiple Measures of Performance
Goal Setting in Educator Evaluation
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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
M
A
R
T
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Specific and Strategic
Measurable
Action-Oriented
Rigorous, Realistic, and Results-Focused (the 3 Rs)
Timed and Tracked
Place a sticky note on the chart you think represents the most
challenging work of setting SMART goals.
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Welcome!
Introductions
Logistics
Agenda
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Agenda
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Connecting
Learning
Implementing
Reflecting
Wrap Up
Modules
Introduction to Educator Evaluation in Washington
Using Instructional and Leadership Frameworks in Educator
Evaluation
Preparing and Applying Formative Multiple Measures of
Performance: An Introduction to Self-Assessment, Goal Setting,
and Criterion Scoring
Including Student Growth in Educator Evaluation
Conducting High-Quality Observations and Maximizing Rater
Agreement
Providing High-Quality Feedback for Continuous Professional
Growth and Development
Combining Multiple Measures into a Summative Rating
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Session Norms
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Pausing
Paraphrasing
Posing Questions
Putting Ideas on the Table
Providing Data
Paying Attention to Self and Others
Presuming Positive Intentions
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What Else?
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Connecting
Builds community, prepares the team for learning, and links to
prior knowledge, other modules, and current work
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Overview of Intended Participant
Outcomes for Part C
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
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Goal Setting Adds Another
Piece to the Puzzle
Part A described how using multiple measures
strengthens a teacher evaluation system
Part B described how teacher self-assessment
contributes to a comprehensive teacher evaluation
system
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Goal setting is another
piece, helping us move
closer to enacting TPEP’s
Core Principles and the
new system
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Find Someone Who…
Stand up and step away from your district team.
Take a minute to skim the left-hand side of page 3, then
begin networking with other participants.
Your goals are to find someone who fits one of the
criteria on the left side AND to have the chance to
connect with fellow educators in the room today.
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Have them sign their name on the right side for you, then
search for another “connection.”
Each person may only sign your sheet once!
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Connecting Debrief
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Each of the criteria on the left highlighted some the
differences we are facing as we work through building our
district’s system.
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How many are using Danielson? Marzano? CEL 5Ds?
How many here teach a tested subject or grade level?
Untested?
How many teach early childhood? Juniors and seniors?
The goal-setting process allows each educator to reflect
on teaching work in his or her own context and begin to
build a personal plan—to set goals and action plans that
are meaningful… and SMART!
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Learning
Understand best practices in goal setting
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Preparing Teachers for Goal Setting
Self-Assessment Step
Step 1: Student Data
Analysis
Student Learning
Goal
Step 2: Instructional,
Leadership, or
Professional Practice
Rating
Instructional,
Leadership, or
Professional Practice
Goal
A capital “G!” indicates that
the guidance represents
Washington State law.
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Goal Type
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
district framework
Leadership practice goal
 Focused on improving
specific leadership practices
identified in the district
framework
Professional practice goal
 Focused on improving professional
practices tied to district framework
(e.g., seeking PD, collaborating with
colleagues, etc.)
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Understanding Goal Setting
Connections to Be Made:
 Rooted in Washington State Teacher Criteria
 Aligned to the chosen district framework and informed
by recommended best practices and tools within that
framework
 Coordinated with district, school, team, and grade-level
goals
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Examples (Handout, page 4)
Leadership Practice Goal
Instructional Practice Goal
Our school leadership team will research
and become more familiar with proven
strategies for improving the partnerships with
community-based service organizations and
effectively supporting teachers in integrating
service learning opportunities in their
classrooms. We will implement a minimum of
four of the approaches or strategies by the end
of the school year. As a result of our efforts,
we will see at least 5 additional teachers using
service learning opportunities in their
classroom.
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.
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What Makes Our Goals SMART?
Individually:
 Read handout pages 5–7, “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 district’s goal setting work.
 THEN: Return to page 4-5 in the handout and work together
to respond to Part B: “What suggestions do you have for
making the goals even SMARTer?”
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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, Marzano,
CEL, and AWSP
 Coordinates the work of individual teachers and
principals with teams, the school, and the district
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Learning Content II. Goal-Setting as
a Measure
Goal-setting a measure of educator performance:
 How do you incorporate goal-setting as a source of
evidence? Districts should consider two key questions:
 1. How will the teacher or principal identify evidence to
demonstrate achievement of or progress on goals?
 2. How will you measure success of or progress towards
achieving the goal using evidence?
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One Approach: Evidence Collection
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Learning Activity II. Goal-Setting as
a Measure
Goal-setting as measure of educator performance:
 Review the “results-oriented path” you created in the last
activity:
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What sources of evidence could be used to assess the
educator’s progress along that path? Make a list of at least 3
potential sources of evidence.
What evidence statements could you produce from your
sources of evidence?
Implementing
Articulate and reflect on current practices around goal setting
(self-assess)
Begin to articulate next steps in moving effective goal setting
forward (plan)
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The Year-Long Evaluation Cycle
• Summative Scoring
• Include Student
Growth Measures
• Additional Evidence
Collecting
• Include Student
Growth Measures
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• Self-Assessment
• Annual Goal Setting
• Include Student
Growth Goals
Compiling
observational,
multiple measures
and student growth
data
Self-assessment
against a rubric,
goal setting with
supervisor
Informal
observations,
discussions, artifact
collection
Preobservation
conference, incl.
goal setting,
observation,
postobservation
conference
• Formal Observation
Activities (2)
• Include Student
Growth Goals/
Measures
RCW 28A.405.100
Implementing Effective Goal Setting
within the Evaluation Cycle
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Work with your district team to complete the “Goal
Setting in the Teacher Evaluation Process” template
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Depending on your current work, focus at the school level or
district level, or both levels, if meaningful
Column 1 may need to be completed when you have specific
framework resources in hand
After self-assessing current work (Row 1), include your plans
(Row 2), to help move goal setting forward
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Might include learning more (e.g., “find out,” “talk to,” “gather”)
Might include action items (e.g., “convene,” “distribute,” “organize”)
Implementing Activity Debrief
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Each team share two things to debrief our implementing
tasks:
1.
2.
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One current asset you will be building upon, as you move goal
setting forward
One take-away from today’s work, that you want to
incorporate into your future work with goal setting and
teacher evaluation
Reflecting
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Reflecting
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Team Reflection: What will you do to continue to get
SMARTer, as you consider goal setting’s role in teacher
and principal evaluation?
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Take a few minutes and create at least two sticky notes
for the Plus/Delta Chart on your way out.
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Plus: What was a real “plus” in today’s session? What went well
and should be repeated?
Delta: Where is there room for improvement and change?
What’s Next?
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Next Session is Part D: Gathering Evidence
Homework Options
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District: Layer in the resources and tools from your chosen
framework to deepen the coherence around the goal-setting
experiences you’re planning. Review district-level goals for
SMARTness.
School or Teams: Prepare ways to bring student learning and
professional practice goal-setting experiences to individual
teachers and teams. Review district-level goals for SMARTness.
Individual: Conduct your own SMART goal-setting experience
and reflect on the process to inform your understanding and
contribution to scaling this work with others.
Thank you!
INSERT PRESENTER’S E-MAIL ADDRESS
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