Handout 3: Administrator Professional Goal Setting Template
STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM
Student Learning and Growth Goal may be developed as a team. (example: District or regional leadership team.)
Administrator: Mrs. Margaret Brown Contract Status: Permanent
School: Super Middle and high School School Year: 2013-14
Evaluator: Dr. Ed Smith Date: October 25, 2013
Goal-Setting Conference / Content/Standard Student Learning Goal 1 (SLG 1)· The goal is being written around which grade/subject/level/standard? / Student Attendance
Super High School (area for focus but goal will encompass both schools)
Super Middle School
Context
· What are the characteristics or special learning circumstances of my school?
· What are the demographics of my school? (IEP, 504, TAG, etc.) / Current Enrollment:
SHS 194
Grade
9 44
10 51
11 45
12 54
SMS 126
Grade
6 38
7 46
8 42
SHS Mobility Rate of 28%
SMS Mobility Rate of 22%
Attendance rates for 2012-13 indicate that SMS was at 93.2% (outstanding) and SHS 88.5% (In Need of Improvement)
Baseline Data
· What are the learning needs of my school’s students?
· What are the assessments or evidence sources used?
· Attach supporting data/pre-assessment. / Attendance rates for 2012-13 indicate that SMS was at 93.2% (outstanding) and SHS 88.5% (In Need of Improvement). A recent study by ECO Northwest indicated SHS has the worst chronic absenteeism rate (34% missing at least 15 days of school) of any metro school district
Student Growth Goal Statement
· (SMART=Specific and Strategic; Measureable; Action oriented: Rigorous, Realistic, and Results-focused; Timed and Tracked) / For the 2013-14 school year, the attendance rate for SHS as measured on the ODE AYP report card will increase from the current 88.5% to at least 92% (deemed Outstanding) The rate will then remain Outstanding and/or increase in subsequent years. The students identified as “chronically absent” will increase the number of days present by at least 8 days during the 2013-14.
Types of Measures/Evidence for SLG
· Category 1 is mandatory for one goal if available. You must use a second measure of assessment if data is not available by June.
· Categories 2 & 3: Multiple measures of assessment are not required.
Check all that apply & specify. / § Category 1: State or National Standardized Test: ______
§ Category 2: Common national, international, regional, district-developed measures: ______
§ Category 3: School-wide measures:
School wide Attendance
______
Strategies
· What methods or interventions will I incorporate into my professional practice?
· Provide specific actions that will lead to goal attainment / Counselors and administrators, with the input of a focus school leader, have beginning touches of a new K-12 Attendance Policy that will be implemented at the start of the 2013-14 school year. After 5, non-school related absences from any 1 class period, the classroom teacher will place a personal phone call to the parent/guardian. After 10 absences, the school counselor will make the phone call, with a truancy letter explaining policy mailed home by administration. After 15 absences, there will be a scheduled meeting involving parent/guardian, school principal, and the district’s truancy officer. An attendance contract will be put into place. Further absences will affect grade/credit status.
Resources and Support:
· What instructional support, resources, and professional development do I need to achieve my goals? / · Develop school/district attendance policies and procedures (draft above)
· Offer training and information to all staff members as per policy
· Faithful adherence to final attendance policy
Time to collaborate, develop, and implement policy
Content/Standard Student Learning Goal 2 (SLG 2)
· The goal is being written around which grade/subject/level/standard? / 7th and 8th grade Math
Context
· What are the characteristics or special learning circumstances of my school?
· What are the demographics of my school? (IEP, 504, TAG, etc.) / 88 students
12 IEP students and 4 504 in 7th Grade
16 IEP students in 8th Grade
4 TAG in Grade 7
8 TAG in Grade 8
Baseline Data
· What are the learning needs of my school’s students?
· What are the assessments or evidence sources I used?
· Attach supporting data/pre-assessment. / 2012- 13 30% of 6th Grade met or exceeded the state Standards in Math with an average score of 215
2012-13 65 % of 7th Grade met or exceeded the State Standards in Math with an average score of 226
Sept. 2013 32% 7th Grade met or exceeded standards on Practice Test
Sept. 2013 56% 8th grade students met or exceeded the state standard on Practice tests
Student Growth Goal Statement
· (SMART=Specific and Strategic; Measureable; Action oriented: Rigorous, Realistic, and Results-focused; Timed and Tracked) / All 7th and 8th grade students will improve their math OAKS scores:
All 7th grade students will increase their total score by at least 22 on the 2014 OAKS.
All 8th Grade students will increase their total score by 18 on the 2014 OAKS
Types of Measures/Evidence for SLG
· Category 1 is mandatory for one goal if available. You must use a second measure of assessment if data is not available by June.
· Categories 2 & 3: Multiple measures of assessment are not required.
Check all that apply & specify. / § Category 1: State or National Standardized Test: _Math______
§ Category 2: Common national, international, regional, district-developed measures: ______
§ Category 3: School-wide measures: ______
Strategies
· What methods or interventions will I incorporate into my professional practice?
· Provide specific actions that will lead to goal attainment / 1. Analyze all assessment data in Math.
2. Develop Fall Assessments for baseline data.
3. Develop Formative assessments
4. Provide PD in effective teaching strategies in Math
5. Contact districts with effective strategies
6. Attend Math PLC sessions
7. Observe all Math Classes and meet regularly with teachers
Resources and Support:
· What instructional support, resources, and professional development do I need to achieve my goals? / Formative assessment
Professional Development in Leading for Improvement
Funding for the PLC to plan and work together
Time to collaborate with other administrators and teachers
Sign-Off at Initial collaborative Meeting: Date: ______Administrator: ______Evaluator: ______
Professional Growth Goal Statement:
· How has my Self-Assessment and assessment on Domains 1-4 informed this goal?
· How is my goal measureable? What evidence will I collect? / My administrative self-assessment clearly indicates that I need to improve in my ability to positively affect change with regard to student attendance. Not only is this an area that is reflected on yearly AYP reports, but research clearly shows that that student attendance is directly linked to academic achievement, mastery of essential skills, and graduation rates. I will focus on the areas of Teaching and Learning, as well as creating a Safe, Efficient, and Effective Learning Environment. Meeting the attendance goal will help me with my other goals (Essential Skills, increased Graduation Rate, decrease in Drop-Out percentage)
Strategies:
· What professional development will help me accomplish my goal?
· How will achieving my professional growth goal improve student learning?
· How might I team with colleagues to successfully achieve my goal? / Research effective attendance policies/practices in schools with high attendance rates.
Research Chronic Absenteeism
Mid-Year Review / Collaborative Mid-Year Goal Review
· What progress has been made?
· Attach supporting data
Strategy Modification
· What adjustments need to be made to my methods and interventions?
Administrator Signature: / Date: / Evaluator Signature: / Date:
Year-End Goal Conference / End-of-Year Data
· What does the end of the year data indicate?
· Attach data
Reflection on Results
· Overall, what worked or what refinements should be made?
Professional Growth Plan Implications
· How can I use these results to support my professional growth?
Administrator Signature: / Date: / Evaluator Signature: / Date:
Appendix B
STUDENT GROWTH AND PROFESSIONAL GOAL SETTING FORM
Student Learning and Growth Goal may be developed as a team. (example: PLT)
Administrator: ______Contract Status: ______
School: ______School Year: ______
Evaluator: ______Date: ______
Goal-Setting Conference / Content/Standard Student Learning Goal 1 (SLG 1)Context
Baseline Data
Student Growth Goal Statement
Types of Measures/Evidence for SLG
Strategies
Professional Learning and Support:
Sign-Off at Initial collaborative Meeting: Date: ______Administrator: ______Evaluator: ______
Professional Growth Goal Statement:
Professional Learning and Support:
Mid-Year Review / Collaborative Mid-Year Goal Review
Strategy Modification
Administrator Signature: / Date: / Evaluator Signature: / Date:
Year-End Goal Conference / End-of-Year Data
Reflection on Results
Professional Growth Plan Implications
Administrator Signature: / Date: / Evaluator Signature: / Date:
Goal-Setting Conference / Content/Standard Student Learning Goal 2 (SLG 2)
Context
Baseline Data
Student Growth Goal Statement
Types of Measures/Evidence for SLG
Strategies
Professional Learning and Support:
Sign-Off at Initial collaborative Meeting: Date: ______Administrator: ______Evaluator: ______
Mid-Year Review / Collaborative Mid-Year Goal Review
Strategy Modification / .
Administrator Signature: / Date: / Evaluator Signature: / Date:
Year-End Goal Conference / End-of-Year Data
Reflection on Results
Professional Growth Plan Implications
Administrator Signature: / Date: / Evaluator Signature: / Date: