Rubric for Goal Writing

RUBRIC FOR GOAL WRITING

Goal Action Plan Components / Unsatisfactory /

Basic

/ Proficient

Baseline Condition

(Where am I?) / ·  Description of conditions is too broad or too generalized to provide background for goal
·  Description is not data-driven / ·  Description of conditions that precipitated the goal are provided
·  Description of data is used to identify the goal / ·  Description of conditions defines prioritized areas for growth
·  Data is described and related to research

Goal

(Where am I going?) / ·  Goal does not focus on student learning
·  Goal is vague, too broad, too generalized to provide direction
·  Goal does not relate to data in baseline conditions
·  Goal does not consider school and district missions
·  Goal does not address personal strengths and areas of growth
·  Goal depends on actions of others / ·  Goal focuses on student learning
·  Goal is concise, measurable, and attainable
·  Goal relates to data in baseline conditions
·  Goal complements school and district missions
·  Goal is built upon personal strengths and areas of growth
·  Goals are achievable through personal actions / ·  Goal focuses on diverse levels of interest, ability, or readiness of individual student learning needs
·  Goal provides multiple opportunities for measuring progress at designated times
·  Goal responds to multiple concerns revealed by baseline data
·  Goal promotes the school and district missions
·  Goal provides sequential steps of performance growth
·  Goal is challenging yet achievable through personal actions

Anticipated Challenges

(What can stop me?) / ·  Identifies resources, time, money, and/or other external issues as a reason why the goal may not be achieved
·  Does not anticipate or identify possible obstacles to goal achievement / ·  Focuses identification of challenges on activities within his/her control
·  Accurately identifies obstacles to goal achievement / ·  Identifies creative means of addressing limited resources
·  Identifies and responds to other perspectives and professionals to identify possible obstacles to goal achievement

Strategies

(How will I get there?) / ·  Fewer than three strategies
·  Strategies are unrealistic
·  Strategies rely on the actions of others
·  Strategies are not connected to the goal
·  Strategies are not measurable
·  Strategies are not research-based / ·  Three strategies
·  Strategies are realistic
·  Strategies rely on self-action
·  Strategies are connected to the goal
·  Strategies are measurable
·  Strategies are research-based / ·  More than three strategies
·  Strategies are creative and insightful
·  Strategies utilize strengths of individual self-action and interaction with others
·  Strategies address short and long term achievement of the goal
·  Strategies are formatively and summatively evaluated
·  Strategies are based on best practice and research

Evidence of Progress

(How do I know I’m making progress?) / ·  Progress is not documented with evidence
·  Evidence does not include progress of student learning
·  Evaluation is not addressed / ·  Progress is documented by 2 pieces of evidence
·  Evidence reveals progress of student learning
·  Evaluation is short-term / ·  Progress is documented by 3 or more pieces of evidence
·  Evidence reveals progress of student learning exceeding expectations
·  Evaluation is long-term

Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching was used as a reference for construction of rubric.