Setting Setting purposeful purposeful

goalsgoals

Douglas County Schools

July 2011

What we envision?What we envision?Quality assessments to assess student learning over time—unit by unit

Teachers and administrators setting purposeful goals based on CLASS Keys and LEADER Keys to engage in strategic professional learning

Increased effectiveness in teaching and learning through changing our behavior

What have we accomplished?What have we accomplished?

Common Assessments for Common Assessments for AllAll

Four teachers from every grade level/content area met for at least 4 days this summer and wrote no fewer than 3 standards based assessments.

423 educators engaged in the work of developing common unit assessments.

We have developed strong leadership teams and facilitators

FeedbackFeedback

We had extremely positive feedback from all writing teams:

Collaboration was most effective and appreciated,

The process and the norms keep teams achieving their goal of 3 common assessments, and

Facilitators were outstanding –very helpful.

Next steps in the assessment Next steps in the assessment workwork

Develop charts of what assessments have been completed and present a status report.

Design a system for the District Assessment Leadership Team to begin the review and feedback process.

Establish content area/grade level professional learning communities to establish collective inquiry among all teaching teams across the district.

Develop a timeline over the next 3 to 5 years and systems for continuing assessment revisions and development.

Our learningsOur learnings

Teachers are experts in their fields and with guidelines and a clear process, they produce quality unit assessments.

Teachers across the district became learning communities as they worked toward a common goal.

Teacher leaders develop as they facilitate teams of teachers to accomplish their goals.

We can do anything we put our minds to accomplish if we all work together.

What about goal What about goal setting?setting?

AssumptionsAssumptionsWhen teachers and administrators thoughtfully appraise teacher effectiveness on CLASS and LEADER Keys indicators and set authentic, challenging goals for growth, effectiveness improves in ways that positively impact student learning.

When teachers analyze trends in a variety of data regarding their students’ achievement and reflect on their own practice, they are better informed to set relevant goals for strengthening their performance.

When administrators host meaningful conversations with teachers about their students’ learning, they facilitate

teacher reflection.Common unit assessments are central to teaching teams’ efforts to be proactive in the design of results-oriented instruction that meets their students’ needs.

Our visionOur visionLearning of students and staff is the connective tissue between goals and outcomes. •The district values professional learning and insists that teams of teachers and administrators write authentic goals based on trends in student performance data and their self assessments on CLASS Keys and LEADER Keys. •Through their deep understanding of themselves as a learner, and a learning team, they establish logical plans of action that will lead them to learn aggressively.

Our vision• If teachers have reliable assessment strategies that give them good information about student progress, they have the best opportunity to understand what their students know and do not know.

• If teams of teachers work collaboratively together in analyzing their student performance data and student work, they can make thoughtful connections to their instructional work and set transformational goal for themselves that will lead them to implement new strategies in their classrooms.

Our vision• Administrators play a major role in impacting student and staff learning. The way administrators coach others matters in terms of the learning in the organization.

• As administrators self assess using LEADER Keys, student performance data in the school, and their observations of teachers teaching and collaborating, they set meaningful goals for themselves that lead them to learn essential skills and develop behaviors to lead high achieving schools.

Our visionOur vision

CLASSCLASS Keys process Keys process

The CLASS Keys process: 9 The CLASS Keys process: 9 stepssteps

Phase 1: Pre-evaluation phaseIndividual teacher workIndividual teacher work1.Reflect on personal effectiveness and gather artifacts and data

2.Self assessment/reflection3.Determine strengths and challenges,4.Analysis of Student Performance Data

Team workTeam work5.Determine root causes and possible new learnings6.Establish a targeted goal7.Develop a professional growth Plan (Theory of Change and Logic Model)

8.Gather artifacts9.Feedback

Exactly as stated in CLASS Keys

Phase II: Evidence Collection Phase (only around the goal)Informal observationsFormal observationsOther evidence collectionFeedback

Phase III: Annual Evaluation PhaseElement/Strand EvaluationGTDR EvaluationOverall EvaluationFeedback

•LEADER KEYS PROCESS

The LEADER Keys process: 9 The LEADER Keys process: 9 stepssteps

Phase 1: Pre-evaluation phasePhase 1: Pre-evaluation phaseIndividual teacher work1.Reflect on personal effectiveness and gather artifacts and

data2.Self assessment/reflection3.Determine strengths and challenges,4.Analysis of Student Performance DataTeam work5.Determine overall Strengths and Challenges of your team6.Determine root causes and possible new learnings7.Establish a targeted goal8.Develop a professional growth Plan

(Theory of Change and Logic Model)9.Gather artifacts

Exactly as stated in LEADER Exactly as stated in LEADER KeysKeys

Phase II: Evidence Collection Phase (only around the goal)•Informal observations•Formal observations•Other evidence collection•FeedbackPhase III: Annual Evaluation Phase•Element/Strand Evaluation•GTDR Evaluation•Overall Evaluation•Feedback

District Parameters for District Parameters for AdministratorsAdministrators

• Principals: One standard from each strand (10 total) will be selected as system-wide, non-negotiable standards• Up to 3 additional standards may be selected, based on the specific professional growth needs of individuals.

• Assistant Principals: 6-10 standards will be selected. Standards may be a combination of non-negotiable standards and standards selected based on the specific professional growth needs of the individual.

• Instructional Staff: One Standard from each strand (10 total) will be selected as system-wide, non-negotiable standards• Up to 3 additional standards maybe selected, based on the specific professional growth needs of individuals.

• At least 1 standard from each of the following strands must be selected:• Curriculum• Assessment• Standards-based Instruction• Data Analysis • Professional Learning & Development• Performance Management & Process Improvement

LET’S JUST DO IT!LET’S JUST DO IT!