Teachers will be invited to schedule a meeting with their evaluator to establish a professional growth goal/plan
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
Goal Components
What do you want to achieve?
What is/are the correlating T-TESS dimensions?
How will you accomplish this goal?
When do you expect your goal will be meet?
How will you know your goal will be met?
How will you know whether it has impacted instruction and student improvement?
Choose a domain from the T-TESS Rubric for your professional goal. See examples.
By using repetition and modeling the correct procedures from, I will improve my communication of goals, expectations, and directions clearly to my students so that the purpose of the lesson is clear and they will know how to proceed on assignments during work time and on homework assignments.
I will improve my ability to engage students in their learning researching and implementing strategies for engaging students in rigorous learning, and refining my use of student involved formative assessment practices.
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.
After you write your goal, you will input it in Eduphoria under Goal Setting. Then, you will write your Success Criteria that will help you see how you can accomplish the goal using the T-TESS Rubric as a guide.
I will ensure high levels of learning, social-emotional development and achievement for all students through my planning. I will connect to student’s prior knowledge, experiences, interests, and future learning expectations and guide students to apply their strengths, background knowledge, life experiences and skills to enhance each other’s learning. Students will have the opportunity to use their individual learning patterns, habits, and needs to achieve academic progress and social-emotional success.
Students set goals for themselves and monitor their progress over time. The teacher will provide opportunities for students to establish academic and social emotional expectations for themselves. Since this class is geared toward personal explorations as it pertains to college and career readiness, the curriculum works well with this goal and appeals to student’s strengths and interests.
The activities will utilize resources, technology, and instructional materials that are varied and appropriate to the ability levels and actively engage students in ownership of their learning through personalized explorations.
Students will be accountable through these independent explorations as they will set goals for themselves based on their personal interests in regards to career and college readiness. The teacher will build on student’s prior knowledge to build on their learning.
Students will have opportunities to engage in differentiated assignments based on their interests and experiences. Students will take ownership of their learning through individual explorations that connect to career, post-secondary education, savings and budgeting, and presentation skills.
Explorations will include the following: 1) Career Exploration, 2) College Exploration, 3) MYP Personal Project, 4) ACT/SAT Preparation, 5) College Planning (financial planning, resume building, college essay, etc.) and 6) Presentation Skills. Mrs. MacFarland will start collecting data on the first summative, the Career Exploration shortly after Labor Day.
In Eduphoria, under Goal Setting, on the left hand side at the bottom, there is a place to upload evidence of progress for your goal. Upload documentation throughout the year that can show your appraisal your progress.