Teacher Performance Evaluation and Professional Growth (T-PEPG) Model - PowerPoint Presentation

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Teacher Performance Evaluation and Professional Growth (T-PEPG) Model

Module 3: Reflection and Goal Setting

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Module 3: Reflection and Goal Setting

Module 1: Model Overview

Module 2: Student Learning Objectives

Module 3: Reflection and Goal Setting

Participants engage in SMART goal development, a process to achieve or maintain effective practice and ensure students meet the rigorous learning targets established through the SLO process. SMART goals help strategically identify specific areas of growth and focus for the school year.Module 4: Evidence, Observation, and FeedbackModule 5: Reflecting and Adjusting

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Agenda

Welcome (5 minutes)

Connecting (15 minutes)

SLOs and Professional Goals

Learning (45 minutes)Sources of EvidenceOverview of Self-evaluation and Goal Setting Process Mr. Brown’s Reflection and Self-Evaluation

SMARTer Goals

Mr. Brown’s Professional Goals

Implementing (40 minutes)Practicing Self-evaluation and Goal Setting Reflecting and Wrap-Up (5 minutes)Submitting SLO and Professional Goals for ApprovalPreparing for Module 4

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Intended Outcomes

At the end of this session, participants will know and be able to

Complete an accurate and evidence-based self-evaluation grounded in the MSFE Rubric

Use evidence and the language of the MSFE Rubric to set SMART professional goals grounded in their student learning objectives

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20 minutes

Connecting

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Connecting SLOs and Professional Goals

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SLOs

Learning goals for students

Grounded in student data analysis and reflectionFocused on instruction and assessment

Professional Goals

Learning goals for teachers

Grounded in reflection and analysis of student needsFocused on adjusting and improving instruction to support student attainment of growth targets

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Activity: Supporting Your SLO

In pairs, share your SLO:

What skills, knowledge, or structures do you need to implement the instructional plan effectively?

What skills, knowledge, or structures do you need to support student attainment of growth targets?

Identify 2-3 ways you could develop the skills, knowledge, or structures you discuss. 7

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80 minutes

Learning

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Evidence Collection

Evidence can be collected through a variety of sources

Classroom observations (live or through video)

Observations of teacher collaboration

Feedback conversations (pre- and post-observation)Teacher-collected evidenceStudent work

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Types of Evidence

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Learning Activity 1a: Sources of Evidence

Count off and go to the chart indicated by the facilitator

Spend 3 minutes at that chart with your group

Identify:

Evidence statements for the source of evidence included on your chartReminder: The most accurate evidence is objective, non-biased, and specific.When directed by the facilitator, move to the next chart

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Wrap-Up/Debrief From Activity 1a

Return to your original chart and determine if the statements of evidence are objective, non-biased, and specific.

Read any statements that are not objective, non-biased, or specific to the group.

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Self-Evaluation and Goal-Setting

Step 1:

Expectations and Goal-Setting

Step 2:

Evidence, Feedback, and Growth

Step 3:

Reflection and Rating

Step 4:

Professional Growth Plans

Fall

Fall-Spring

Spring-Fall

Late Winter-Spring

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Self-Evaluation and Goal-Setting

Step 1: Expectations and Goal-Setting

Working in Professional Cohorts, teachers use the SLO framework to develop at least one measurable student growth target.

Teachers engage in self-evaluation and professional goal setting

Teachers seek review and approval of goals and expectations.

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Connecting Student Learning and Professional Goals

Professional Goal Setting Process

Instruction,

(b) Formative Assessment,

(c) Instructional Adjustments

Student Growth Targets

Analysis of student data and student needs

Professional Growth Goals

Self-evaluation and reflection using the MSFE Rubric and evidence

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Activity: Mr. Brown’s Reflection

and Self-evaluation

At your table, assign 1-2 standard indicators to each person (Handout 3).

Use the MSFE Companion Guide to answer the following questions for your standard indicators:

Are the statements of evidence specific, objective, and non-biased? If not, how would you rewrite them to be?How well does Mr. Brown’s evidence align with the identified standard indicators? How does Mr. Brown use his SLO to inform his reflection? What specific components does he reference?

What other evidence or considerations might you recommend he include?

What advice would you give Mr. Brown about strengthening his written reflection?

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SMART Goals

The S.M.A.R.T. goal concept was introduced by G. T. Doran, A. Miller, and J. Cunningham in

“

There

’

s a S.M.A.R.T. Way to Write Management

’

s Goals and Objectives,” Management Review 70, no. 11 (1981), 35–36. What Makes a Goal

“

S.M.A.R.T.

”

? also draws from the work of Ed Costa, Superintendent of Schools, Lenox, Massachusetts; John D

’

Auria

, a Lennox teacher; and Mike Gilbert, Northeast Field Director, Massachusetts Association of School Committees.

Description

Questions to ask

S

pecific

Well-defined, clear outcome

Clear to anyone who does not know anything about the project

What do I want to accomplish?

M

easurable

Know when it has been achieved

How is achievement measured?

How will I know it is accomplished?

A

ttainable

Achievable

Agreement with stakeholders on what the goal should be

How can it be accomplished?

R

elevant

What are the urgent needs?

Is the goal aligned with other projects?

Is this the right time?

T

ime-bound

A specific date is set.

Date is realistic.

What can I do six weeks from now?

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Learning Activity 2: SMART.er Goals

Review Mr. Brown’s SMART goals included on Handout 6

With a partner, identify how the goals can be made SMART-er

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Wrap-Up/Debrief From Activity 2

How did you and your partner improve the example goals?

Goal 1

Goal 2

Goal 319

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60 minutes

Implementing

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Implementing Activity: Setting Goals

Use Handout 1, your SLO, and the Companion Guide to start the self-evaluation and reflection process.

Draft a SMART professional practice goal using Handout 2.

Ask a partner to provide you with feedback on the quality of your goal.

Revise your draft goal. 21

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Share 1 goal, the feedback you received, and how you modified your goal.

Share Out

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10 MINUTES

Reflecting and Wrap-Up

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Reflecting Activity: 3-2-1

On Handout 7, write down

3 ideas you want to remember

2 things you learned today

1 outstanding question you have about the T-PEPG system24

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Next Steps: Submitting Your SLO and Professional Goals

1. Complete your professional goals, including:

Appendix O. Professional Goal Setting Template,

Part 2. Implementation Planning

2. Submit your SLO for pre-approval review3. Submit your pre-approved SLO and professional goals for final approval.

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Looking Forward to Module 4

Module 4 will provide details about the observation process, including:

The collection and organization of observation evidence

The sharing of timely, constructive feedback

All participants participate in peer observation, and the module provides information about how to make the process meaningful, collaborative, and constructive.

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