GOAL SETTING

A goal without a plan is just a wish~Antoine de Saint-Expury

Goal Setting

How Do Professional Growth Goals Increase Student Achievement and My Effectiveness?


  • 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


How Do I Begin the Goal-Setting Process?


  • Review the campus/district vision, mission, and goals
  • Review data related to my students’ academic and development needs
  • Conduct a self-assessment (Review data related to my current and past performance and Evaluate my personal and professional needs)

Are your goals S.M.A.R.T.

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/Actionable

  • How can you set stretch and challenging goals within your own 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.
Big picture

THE FOLLOWING SHS PROBLEM STATEMENTS ALONG WITH YOUR IDENTIFIED STUDENT LEARNING OBJECTIVE (SLO) CAN BE USED TO WRITE YOUR GOALS -

SUBJECT LEVEL PROBLEM STATEMENTS

English

Students struggle with complex inferences about text and using textual evidence to support their understanding.

Science

Students struggle with organizing, evaluating, making inferences and predicting trends and communicating valid conclusions from data.

Social Studies

Students struggle with making inferences and drawing connections between time periods.

Math

Students have shown struggles in multiple representation of linear functions and with correct vocabulary related to linear functions.

CTE

Students struggle with finding their career pathways that best fit their aptitudes.

Self-Assessment Tools

Note: Reflection tool documents help narrow your focus to one goal. Also, document will give additional exposure to rubric and standards.

Don't underestimate the power of a written goal. When teachers write a goal, growth occurs.