aps teacher evaluation
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APS Teacher EvaluationA SMART Process for Student and Teacher Growth
Connecting Teacher Performance to
Academic Progress via SMART Goal Setting
Agenda1. An Overview of Student Achievement Goal
Setting and Creating SMART Goals
2. Developing Strategies and Monitoring Progress
3. Determining Goal Attainment
APS Revised Teacher Evaluation Process
Proposed APS Teacher Evaluation ProcessOverview
Teacher Lesson Plans
Writes
SMART Goal
Document Log Observations Mid-Year Evaluation
Evaluator Monitors
Lesson Plans
Writes Compiles Participates Participates Participates
Approves Reviews Conducts Facilitates Facilitates
Part 2 What is a SMART Goal?
What is student achievement goal setting?
Step 1:
Determine needs
Step 2:
Create specific
learning goals based on pre-assessment
Step 4: Monitor student progress
through on-going
formative assessment
Step 3: Create and implement
teaching and learning
strategies
Step 5:
Determine whether the
students achieved the
goal
Focus on student/learner/program results Explicitly connect teaching and learning Improve instructional practices and
teacher/education specialist performance Tool for school improvement
What are the purposes ofStudent Achievement Goal Setting?
The goal is within the teacher’s control to effect change.
The goal is feasible for the teacher.
The goal is contained within a single school year.
Realistic
Time limited
Appropriate
Measurable
Specific
An appropriate instrument/measure is selected to assess the goal.
The goal is focused on learner needs.
Sample SMART Goal
Specific: Focused on two-dimensional landscapeMeasurable: Rubric used to assess performanceAppropriate: The teacher teaches the content and skills contained in middle school artRealistic: The goal of increasing student performance by at least six points is realisticTime-bound: Goal attainment can be addressed by the end of the year with a performance task scored by a division-developed rubric
In the current school year, using a 24-point division-developed rubric to measure texture, form, space, color, tone, and line (in which 20 points is considered proficient) students scoring a level 20 or higher will advance their skills by learning another artistic style, such as still life.
A minimum of 90% of all students; 66% SPED and 75% ELL students will answer more than 25/50 questions correctly on posttest (using released Biology SOL questions) and/or pass the EOC Biology SOL. Students who answer greater than 25/50 have a very high likelihood of passing the EOC Biology SOL.
Example APS Smart GoalsSecondary Science
For the current school year, all of my grade 1 students will make measurable growth on PALS by increasing their scores on the word list and spelling subtests by 5 points. In the spring 2013, 90% of my students will meet the spring benchmark (35).
Example APS Smart GoalsElementary Reading
Applying a Goal Setting Rubric
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
SMART Goal Guide
Progress (Growth) vs. Achievement Goals
PROGRESSStudents will score X%greater on thepost-test than on thepre-test.
ORStudents will increasetheir performance by Xperformance level onthe rubric.
ACHIEVEMENTX% of students willachieve a score of X orhigher.
Examples
Teacher G– Second GradeDuring this school year, my students will
improve on word knowledge and oral reading fluency.
Teacher G
Grade 2
1411
13
-2
3
8
13
18
Spelling First Grade WordKnowledge
Summary Benchmark
Num
ber o
f Stu
dent
s
Number of Students Meeting PALS Benchmark (Fall)
Teacher G’s Baseline Data
7
1
10
02468
1012141618
Below (Btw P/1 orbelow)
On Target (1st) Above (Btw 1/2 orabove)
Num
ber o
f Stu
dent
s
Instructional Reading Level
Teacher G’s Baseline Data
Applying a Goal Setting Rubric
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Teacher G’s Goal
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Goal Statement: During this school year, 100% of my students will improve in instructional reading level. Each student will move up at least a grade level in oral reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by 1.5 years.
Better goal for Teacher G?
Teacher H– Government TeacherFor the current school year, my students will
have the knowledge and skills to be productive members of their society because they will be able to analyze primary and secondary source
documents.
Teacher H
Government
Applying a Goal Setting Rubric
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Teacher H’s Goal
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Better goal for Teacher H?
Goal Statement: During this school year, 100% of my students will improve in analyzing primary and secondary source documents. Each student will increase his/her ability to analyze documents by one level on the rating rubric. Furthermore, 75% of students will score at “proficient” or above.
Teacher E
Grade 5
http://screencast.com/t/Jwnf3pE0jOe
Teacher E’s Goal
Goal Statement:
In current school year, each student will make measurable progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency.
1
4
6
5
3
00
1
2
3
4
5
6
7
2 3 4 5 6 7
Num
ber
of s
tude
nts
Grade Equivalency (GE)
STAR Reading Growth Report
August
Applying a Goal Setting Rubric- Teacher E
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Applying a Goal Setting Rubric- Teacher E
Goal Setting Rubric for FeedbackCANNOT MOVE
FORWARDCANNOT MOVE
FORWARD MOVE FORWARD
The student learning and academic achievement goals are unrelated to identified student needs.
The student achievement goal is related to identified student needs, but does not reflect acceptable growth through the course of the year. Sufficient rigor is lacking.
The student learning and academic achievement goal is rigorous and attainable, and reflects acceptable growth during the course or school year
Agenda
2. Developing Strategies and Monitoring Progress
APS Revised Teacher Evaluation Process
What is student achievement goal setting?
Step 1:
Determine needs
Step 2:
Create specific
learning goals based on pre-assessment
Step 4: Monitor student progress
through on-going
formative assessment
Step 3: Create and implement
teaching and learning
strategies
Step 5:
Determine whether the
students achieved the
goal
Goal … a statement of an intended outcome of your work:
Student Learning
Distinct from StrategiesStrategies = Means Goal = End
What is a student achievement goal?
Agenda
3. Determining Goal Attainment
APS Revised Teacher Evaluation Process
• Monitor progress • Adjust as needed
Determining Goal Attainment
What data sources would be appropriate for …
• Establishing baseline data and determining goal attainment?
• Progress monitoring goal progress throughout the year?
• TOOL: APS Assessment Inventory
Benefits
Based on what you have learned, what do you see as the benefits and challenges of student achievement goal setting?
Challenges
1. Data access & analysis– Robustness of data system
– Teacher & administrator skills
2. Sufficient & appropriate assessments
3. Writing SMART goals
4. Clarifying the acceptable amount of progress
5. Developing instructionally-based strategies – See Marzano et al., Schmoker, Collins, Blankstein, Fullan, etc., etc….
Common Challenges
Focuses on student results
Connects teaching with learning
Improved instruction in the classroom
Contributes to school improvement
Setting student achievement goals…
Agenda1. An Overview of Student Achievement Goal
Setting and Creating SMART Goals
2. Developing Strategies and Monitoring Progress
3. Determining Goal Attainment
APS Revised Teacher Evaluation Process
123
APS Teacher EvaluationA SMART Process for Student and Teacher Growth
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