PROPOSED MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS

Teacher Professional Growth and Effectiveness System

Observation

Peer Observation

Professional Growth

Self Reflection

Student Voice

Student Growth

All measures are supported through artifacts and evidence.

Domain 5: Student Growth

Student growth measures in Kentucky’s field test

Goal Setting for Student Growth – applies to all teachers

Student Growth Percentiles – applies to grades 4 – 8 reading & math

Goal Setting for Student Growth:Honoring Progress and Getting Results

 

© 2012, Stronge & Grant. Used with permission.

What are the purposes ofGoal Setting?

How do you know how your kids are doing?

Focus on student results

Explicitly connect teaching and learning

Improve instructional practices and teacher performance

Tool for school improvement

STUDENT GROWTH GOAL SETTING

TEMPLATE

Student Growth Process

Step 1:Determine

needs

Step 2:Create specific learning

goals based on pre-

assessment

Step 3:Create and implement teaching

and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students achieved the goals

Step 1: Determining Needs

Step 1:Determine

needs

Step 2:Create specific learning

goals based on pre-

assessment

Step 3:Create and implement teaching

and learning

strategies

Step 4:Monitor student progress through ongoing

formative assessment

Step 5:Determine whether students achieved the goals

Step 2: Creating Goals Using the SMART Process

Step 1:Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create

and implement

teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessment

Step 5:

Determin

e whether students achieved the goal

s

SMART Goal Process

S

Specific- The goal

addresses student needs

within the content.

The goal is focused

on a specific area of need.

M

Measurable- An

appropriate instrument or

measure is selected to assess the

goal.

The goal is measurable and uses

an appropriate instrument.

A

Appropriate- The goal is

clearly related to the role

and responsibilitie

s of the teacher.

The goal is standards-based and

directly related to the subject and

students that the teacher

teaches.

R

Realistic- The goal is

attainable.

The goal is doable, but rigorous

and stretches the outer bounds

of what is attainable.

T

Time-bound- The goal is

contained to a single school year/course.

The goal is bound by a

timeline that is definitive

and allows for determining

goal attainment.

Let’s Practice

On your own, Decide if the goal provided is SMART. Refer to the SMART Criteria.

Next, Share your thinking and rationale. Others at your table may have the

same goal. If it is not SMART, discuss possible

adjustments to meet SMART criteria.

How SMART is this Goal?

P.E. Teacher’s Goal

During the 2012-2013 school year, each of my sixth-grade students will improve on the

Presidential Fitness subtests (curl-ups, shuttle run, endurance run/walk, pull-ups, V-sit reach)

by an overall average of 20%.

How SMART is this Goal? Science Teacher’s Goal

For the current school year, all of my students will make measurable progress in each of the

four areas related to scientific investigation (hypothesis, investigative design, data collection, data analysis).

All students will achieve at the 3 level of performance on a 4-point rubric in each area.

How SMART is this Goal?

Art Teacher’s Goal

All students will demonstrate measurable progress in each of the rubric areas (Elements & Principles, Creativity & Originality,

Craftsmanship/Skill). At least 50% of students will score 3 on the 5-point rubric.

Step 3: Creating and Implementing Strategies

Step 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create and implement teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessmen

t

Step 5:

Determin

e whether students achieved the goal

s

Step 4: Monitoring Student Progress and Making Adjustments

Step 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-

assessmen

t

Step 3:

Create and implement teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessmen

t

Step 5:

Determin

e whether students achieved the goal

s

Monitoring Student Progress

• Monitor both student progress toward goal attainment AND strategy effectiveness through formative assessment processes.

• Make adjustments to strategies as needed.

• Goals are not adjusted.

Step 5: Determining Goal Attainment

Step 1:

Determine needs

Step 2:

Create

specific

learning

goals based on pre-assessme

nt

Step 3:

Create

and implement

teaching and

learning

strategies

Step 4:

Monitor

student

progress

through

ongoing

formative

assessmen

t

Step 5:

Determin

e whether students achieved the goal

s

How do you show growth?Anna Tate 8th Grade Language Arts Teacher

Baseline Data Mid-Year End of Year0%

10%

20%

30%

40%

50%

60%

70%

80%

Avg Score 1

Avg Score 2

Avg Score 3

Avg Score 4

Baseline, Mid-Year, End of Year Data

50%

78%

30%

Goal Statement:

For the 2011 – 12 school year, 100% of my students will make measurable progress in writing. Each student will improve by one performance level in audience & purpose, idea development, and organization & structure. Furthermore, 80% of the students will score a “3” or better overall.

The Post Conference

End of Year Data Reflection on Results Connection to Framework for Teaching Professional Growth Plan Implications

How do you measure student growth?

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Data Source Possibilities

Interim Assessments

Classroom Assessments

ProjectsProducts

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Descriptive

Rubrics

Assessments must . . .

Be rigorous – High expectations for progress

toward college and career readiness

Provide data toward mastery of standard(s)

Assessments must . . .

Provide data between two points in time.Provide baseline data.Provide post data by end of goal-

setting period. Be comparable across classrooms

within the district.

Student Growth Percentiles

Student growth measures in Kentucky’s field test

Goal Setting for Student Growth – applies to all teachers

Student Growth Percentiles – applies to grades 4-8 reading & math

Student Growth PercentilesSGPs focus on the relative standing of a student from year to year compared to the student’s academic peers.

Academic peers are students who perform very similarly on the test to the student. The student is only compared to students who start at the same place.

In year two, the question is: Did the student outpace his peer group?

KDE:OAA:3/2/2012:kd:rls 28

Example of SGP Growth-

KDE:OAA:3/2/2012:kd:rls 29

Distinguished

Proficient

Apprentice

Novice

80 to 99

60 to 79

40 to 59

20 to 39

1 to 19

SGP

Alex 45th SGP

418

SGPs between 40 to 59 are typical

2011 2012 2013

Scores shown for illustration purposes only.

Questions?Thoughts?