Embed Size (px)
Citation preview
Data Rich, SMART Goals and21st Century Learning
Joyce Gardner and Becky Pearson Department of Public Instruction
Region 8 Professional Development Consultants
January 14, 2013
Region8wnc.ncdpi.wikispaces.net
Outcomes• To fine-tune skills in writing and
assessing SMART Goals for 21st century teaching and learning
• To reference the NC Educator Evaluation System Teacher Pre-assessment in the development of powerful SMART Goals
• To build SMART Goals into the Professional Development Plan
21st Century Classrooms: Dan Meyer
After you view the video, respond to the following questions regarding 21st century learning.
• Which aspects of teaching and learning in your classroom reflect the traditions of education of the past?
• Which aspects of teaching and learning for the 21st century have you incorporated in your instructional practice?
• Which components of 21st century teaching and learning are most challenging for you?
http://www.ted.com/talks/lang/en/dan_meyer_math_curriculum_makeover.html
PLCs
• Do PLCs meet to study tools, resources and documents to support the teaching and learning of the new Standard Course of Study?
• How is the work of PLC’s documented?
Tools and Processes
• What tools and processes are in place to gauge and support the needs of teachers as they learn and prepare to teach the new Standard Course of Study? (walkthroughs, surveys, conferencing, etc.).
Technology
• What improvements and advances in technology have been implemented in your schools to transform your classrooms and instructional practices into 21st century learning environments?
Data Literacy
• What evidence proves that each of us is data literate? What data do we use to inform instruction, make 21st century school decisions or determine which programs really impact student learning?
• How do we move toward distinguished on the evaluation tool in data literacy?
SMART
Specific and Strategic
Measurable
Attainable and achievable
Results-oriented
Time-bound
Elements of an Effective Professional Development Plan
SMART Goals (2-3) well-written and
supported by data
Feedback from administrator
Thorough self-assessment
SMART Goal Setting in the Online Tool
Rollover Professional Development Plan (Teachers with Summary Rating Form from Previous Year)
Preliminary Professional Development Plan (Teachers new to online tool system)
SMART Goals and Professional Development
Plans
SMART Goals provide a process for effective
goal setting
Any existing observations and/or
artifacts guide the goal setting
SMART Research
“Feelings of success in the workplace occur to the extent that people see that they are able to grow and meet job challenges by pursuing and attaining goals that are important and meaningful.”
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current Directions in Psychological Science, 15(5), 265-268.
Why SMART Goals?Targeted
Professional Growth
Increased Student Achievement
Greater effort and persistence
Motivation to seek new knowledge and information
Teacher
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current Directions in Psychological Science, 15(5), 265-268.
SMART Goals
Focus on results-oriented goals rather than process-oriented goals.
Specific and Strategic
• Goals are clearly stated, long-term and aligned with data.
Measurable
• Results can be determined with quantitative or qualitative measures.
Attainable & Achievable
• The result can be reached, even if it is a stretch goal.
• The goal is worthy of educator commitment of time and effort.
Results-oriented
• Goals are data driven.
• Benchmarks are established for monitoring progress through the year.
• High expectations are set for teacher and student growth.
Realistic• Constraints on time,
people, materials and other resources have been identified.
• There is belief this goal is important and can be accomplished.
Time Bound• Benchmark and
completion dates set a sense of urgency and establish momentum
• Each person involved is accountable for working towards the goal.
Data for Setting Goals
• Determine greatest area of need
• Determine the range of improvement
• Review hard and soft data over time
What other data can be referenced when goal setting?
Range of Improvement
75% of Ms. Gardner’s fifth graders scored proficient or above on the End of Grade Mathematics test while her teammates’ students reach 90-95% proficiency.
What would be a reasonable range of increase in percentage for one year for Ms. Gardner? 75% to 85%? 95%?
Reasonable?Standard I, Teachers Lead in the
Profession:
Ms. Baker will assume the lead of 3 Professional Learning Communities (PLCs): Writing, Differentiating Instruction, Revised Bloom’s, AND she will facilitate unit development for the 8th grade ELA team by mid-year (even though she has never been in a school leadership role).
Reasonable?
Standard I, Teachers Lead in the Profession:
Ms. Johnson will attend a 4-session regional lesson study seminar during September and October and lead one Professional Learning Community in lesson study beginning in February 2013 (even though she has never led a PLC).
Goal Setting Example
To: increase the math achievement of fifth gradersso that the percentage of students who score at or above Level III will increase from 75% to 85%by June 2013 as measured by EOG mathematics data.
What activities would help this teacher increase students’ success?
SMART Goals are . . . .
Specific and StrategicMeasurableAttainable and achievableResults-orientedTime-bound
Can you make this goal SMART?
By the end of first semester, student office referrals will decrease.
Let’s Practice
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
By the end of first semester, student office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.Work with a partner to revise this statement and make it a
SMART Goal.
• Write one of your goals based on your pre-assessment for your Professional Development Plan.
• Use the SMART Goal Worksheet to refine your goal.
SMART Goals Worksheet
Gallery Walk
• Post your SMART Goals
• Visit each SMART Goal and add your suggestions to make them SMARTer!
Teacher Process for Completing
the Self-Assessment in the Online Tool
Component 4: Pre-Observation Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal: To prepare principal for the observation.
Before First Formal Observation
STEP 2:
Self-Assessment, Goal Setting
and Pre-Conference
Component 3: Teacher Self-AssessmentUsing the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
Step 2:Self Assessment, Goal Setting, and Pre-conference
Data Points for Teacher Self-Assessment
Teacher Summary Rating
Form from Previous Year
Recent Student Achievement
Results
Observation Data & Professional Development
Records
Walkthrough Data
Differentiated Lesson Plans
Teacher Self-Assessment
Using the Rubric for Evaluating North Carolina Teachers
Teacher completes the document by selecting ratings along the continuum
Teacher saves the document in the online system
Complete a New Self Assessment
Log into the system
Click on NCEES icon
Click on Observe/Report
Click on New Self Assessment
Complete a New Self Assessment
Use naming convention
Click on Next
Copy Self Assessment Dropdown
Highlighted Text in Green Banner
Completing theSelf- Assessment
Process for Closing the Form
Review the document
Click on Spell Check
Click on Save
Click on Done
Click on Logout
Closing and Reflection
• How will you use what you learned today?
• What aha’s did you have?
