Goal Setting and Professional Development Plan Teacher Overview Last

Goal Setting and Professional Development Plan Teacher Overview Last Updated: 2/10/2022

What is the purpose of the Goal-Setting and Professional Development Plan process? GSPD is an ongoing, recursive process through which teachers authentically engage in reflection about current professional practices, identify individualized professional growth goals, establish and implement a professional development plan to attain those goals, and track progress toward the goals over the course of the year. 2

Development Support Collaboration Growth T-TESS 3

Why? Commitment to Developing Effective Instructional Practices 4

Teacher self-reflection of strengths and professional learning needs, Texas Establishing personal goals to strengthen their instructional Administra Standard 6 effectiveness better meet students’ needs, and tiveand Code, Professional Practices and Responsibilities Chapter Engagement in relevant, targeted professional learning opportunities 149.1001 aligned to their goals. 5

How do we, as a community of learners, establish a culture where goal-setting and ongoing learning are valued and embraced in our school community? How is the GoalSetting and Professional Development Plan used as the central tool to systematically focus teachers on continuous, selfdirected improvement of practices? Focus Questions 6

Linking this together Goal Setting Profession al Practices & Student Performan ce SelfAssessme nt The teacher self-assessment, goal setting and professional development processes are all interwoven and applied throughout the year to positively impact each teacher’s professional practices and ultimately increase student performance. Professio nal Develop ment Plan 7

What actually happens ? Teacher SelfAssessment Goal-Setting and Establishing a Professional Development Plan Professional Development Plan Implementation Formative Reviews Prepare for End-0f-Year Conference End-of-Year Conference Preliminary GoalSetting and Planning for Following Year 8

Beginning of Year Throughout the Year End of Year 9

Establish Preliminary Goals for the Following Year Prepare for Endof-Year Conference to Discuss Goal Progress/Attain ment Track Goal Progress and Results Throughout the Year Teacher “Orientation ” of the Process Following Year Continuous Improvement Formatively Review Goals and Professional Development Plan SelfAssessment: Data and Rubric Review to Determine Need Formulate Formalize Goal(s) to Address the Need Develop a Goal-Setting and Professional Development Plan 10

The Following Year Beginning of Year Following Year DRAFT GOALS Throughout the Year End-of Year Conference 11

Professional growth goals drive changes in practices which results in increased student performance. 12

“How do I begin the Goal-Setting and Professional Development process?” Review the campus/district vision, mission, and goals, as a basis for aligned decisions to begin thinking about your goals. Conduct a self-assessment to determine: – Student Needs – Review data related to my students’ academic and developmental needs – Teacher Needs – Review data and the T-TESS Rubric related to my current and past performance 13

Think About It What do I want to change about my practice that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective? 14

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SMART Criteria Specific What do you want to accomplish? Who, What, Where, When, Which, Why Measurable How will you demonstrate and evaluate the extent to which the goal has been met? Ambitious/ Attainable/ Actionable/ How can you set or stretch challenging goals within your own ability to achieve the desired outcome? What is the action-oriented verb? Relevant How does the goal tie into your key responsibilities? How is it aligned to your objective? Is it aligned to best practices and research and/or district/campus/team priorities? Time-Bound Does it have a clear end or target date with intermittent benchmarks to guide your goal to a successful and timely completion? Deadlines, Dates, Frequency, Etc. 17

Sample Goal Review 18

Texas Administrative Code, Chapter 150. The GSPD Plan shall be: Submitted to the teacher’s appraiser within the first six weeks from the day of completion of the T-TESS orientation for teachers new to T-TESS or the district. Drafted at the end-of-year conference and submitted to the teacher’s appraiser within the first six weeks of instruction for teachers who were previously appraised with T-TESS. Approved by the appraiser. Maintained throughout the course of the school year by the teacher to track progress and attainment of goals and participation in professional development activities detailed in the approved plan. 19

Texas Administrative Code, Chapter 150. - 2 The GSPD Plan shall be: Shared with the appraiser prior to the end-of-year conference. Used after the end-of-year conference in the determination of ratings for the goal setting and professional development dimensions of the TTESS Rubric. A GSPD Conference is required for all teachers in the first year of appraisal under T-TESS and for teachers who are new to the district. 20

GSPD as a Connected Process Texas Teacher Standard s Teacher Data T-TESS Rubric Student Data Other GSPD Plan 21

Goal Setting and Professional Development Plan Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher’s continuous professional growth. Why? 22