Employee Goal SettingEmployee Goal Setting

Joni Shelton Joni Shelton and and

Amy ThompsonAmy ThompsonAugust 2009August 2009

Plan of Action: AnalysisPlan of Action: Analysis

Mr. Haywood Jahelpme has just completed Mr. Haywood Jahelpme has just completed his second year of teaching at Utopia his second year of teaching at Utopia Middle School. His first year, 2008, was Middle School. His first year, 2008, was one in which he experienced the typical one in which he experienced the typical beginning teacher challenges. Wanting to beginning teacher challenges. Wanting to be liked by the students, he was rather be liked by the students, he was rather inconsistent with his student discipline. inconsistent with his student discipline. His lessons were often similar to his His lessons were often similar to his beginning teacher mentor’s lessons with beginning teacher mentor’s lessons with little independent contribution to their little independent contribution to their development. He was placed on an action development. He was placed on an action plan after his second year of teaching.plan after his second year of teaching.

Plan of Action: AnalysisPlan of Action: Analysis

Look over the Plan of Action documents Look over the Plan of Action documents provided and examine them with these provided and examine them with these key questions in mind:key questions in mind:– What is the potential success of this plan?What is the potential success of this plan?– Why do you think it will/will not be Why do you think it will/will not be

successful?successful?

Discuss your responses with a small Discuss your responses with a small group, and be prepared to share out.group, and be prepared to share out.

Top TrendsTop Trendsin Poor Action Plansin Poor Action Plans

Case Study AnalysisCase Study Analysis

Examine the evidence packet and Examine the evidence packet and identify trends on Post-It notesidentify trends on Post-It notes– TEI Self-Assessment (1)TEI Self-Assessment (1)– Walkthrough data (4)Walkthrough data (4)– Lesson plan observation notes (2)Lesson plan observation notes (2)– Letters/documentation (1)Letters/documentation (1)– Formal observation data (1)Formal observation data (1)

Categorize trends by strand to help Categorize trends by strand to help target area for focustarget area for focus

Case Study AnalysisCase Study Analysis

Identify the target/focus strand for Identify the target/focus strand for the teacher’s Action Plan the teacher’s Action Plan – Plan ahead of time – based on data/evidencePlan ahead of time – based on data/evidence– Be open to teacher input - flexibilityBe open to teacher input - flexibility

Examine content-specific Examine content-specific competencies to target in plancompetencies to target in plan– Plan ahead of time – based on data/evidencePlan ahead of time – based on data/evidence– Be open to teacher input – flexibilityBe open to teacher input – flexibility

Action Plan DevelopmentAction Plan Development

Only after targeting the specific Only after targeting the specific competencies under the specific competencies under the specific strand, can you begin to craft a strand, can you begin to craft a targeted, effective action plan.targeted, effective action plan.

Pay attention to the “Top Trends in Pay attention to the “Top Trends in Poor Action Plans” we identified.Poor Action Plans” we identified.

HCPS – Professional Development HCPS – Professional Development offerings are aligned with offerings are aligned with competencies.competencies.

Plan DevelopmentPlan Development

Work in a small group, and use the Work in a small group, and use the documentation and your trends and documentation and your trends and targeted strands/competencies to targeted strands/competencies to draft an action plan that includes all draft an action plan that includes all of the essential aspects we identified of the essential aspects we identified earlier.earlier.

Share out plans with the group.Share out plans with the group.

Formalizing the PlanFormalizing the Plan

Procedural considerationsProcedural considerations– Sequence Sequence – TimingTiming– Documentation/evidenceDocumentation/evidence

Communication processCommunication process– Variations depending on stage in the Variations depending on stage in the

processprocess– Language considerationsLanguage considerations

ReflectingReflecting

How was this approach different from the How was this approach different from the way you have developed action way you have developed action plans/goals in the past for your plans/goals in the past for your teachers/colleagues?teachers/colleagues?

How do you see this benefitting How do you see this benefitting instruction, student achievement, and instruction, student achievement, and professional growth in your building or professional growth in your building or department?department?

PlanningPlanning

If you’ve brought case study data, If you’ve brought case study data, spend some time looking through it spend some time looking through it and analyzing it for trends. What will and analyzing it for trends. What will be the target strand for your teacher? be the target strand for your teacher? What will be the focus competencies? What will be the focus competencies?– If time permits, work on drafting the planIf time permits, work on drafting the plan

If you have brought a plan for a If you have brought a plan for a teacher, analyze it for elements that teacher, analyze it for elements that need to be improved, and revise it.need to be improved, and revise it.