Student Growth Developing Quality Growth Goals STEP 1

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Teacher Professional Growth & Effectiveness System (TPGES)

Domain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain4: Professional Responsibilities 2

PGES Sources of Evidence

These provide multiple sources of evidence to inform professional practice State Contribution:

Student Growth %

Local Contribution: Student Growth Goals

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Targets I can apply guiding questions leading

to the development of a quality student growth goal.

I can determine appropriate sources of evidence for goal setting.

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Student Growth Process

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Step 1: Determining Needs

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Before Determining Needs:

Know the expectations of your content Know the expectations of your content area standardsarea standards

Know your students Know your students

Identify appropriate sources of evidenceIdentify appropriate sources of evidence

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Identify the essential/enduring skills, Identify the essential/enduring skills, concepts, and processesconcepts, and processes for your content area. for your content area.

Pause for a moment and talk to others near you.

Identify at least one essential/enduring skill, concept or process students should master by the end of the course for your content area.

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What does mastery look like for the What does mastery look like for the essential/enduring skills/learning, essential/enduring skills/learning,

concepts, and/or processesconcepts, and/or processesfor your content area?for your content area?

Pause for a moment:Discuss with your table partner

what mastery for that skill/learning, concept or process looks like?

How do you know?

Example forWorld Language Proficiency

The more specific indicator provides what mastery looks like:I can express myself with fluency, flexibility and precision on concrete and abstract topics.

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Enduring skill: Interpersonal communications competency

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During the first 4-6 weeks of a During the first 4-6 weeks of a year–long course, gather data about year–long course, gather data about students’ abilities in your content. students’ abilities in your content.

What does last year’s data tell you? What can previous teachers tell you? How can you collect and analyze

evidence/data to determine patterns, trends, and weaknesses?

Pinpoint areas of need.Pinpoint areas of need.

What are the most critical areas of need?

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Decide on sources of evidence.Decide on sources of evidence.

Do the sources of evidence provide the data needed to accurately measure where students are in mastering grade-level standards for the identified area(s) of need?

Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictLearning Checks

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Sources of Evidence: Variety

Interim Assessments

LDC/MDC Classroom Evidence

Projects

Products

Student Portfolios

Student Performances

Common Assessments

DistrictAssessments

Aligned to

Standards

Comparable across

Classrooms

Enduring

Skills,

Concepts &

Processes

Provide pre- and post-data

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Comparable across classrooms

Do the measures used to show student growth expect students to demonstrate mastery of the standards at the intended level of rigor?

Do my selected measures reach the level of rigor expected across the district?

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RigorRigor

Congruency to standardsDo the measures provide an opportunity for

students to demonstrate mastery of the identified skills, concepts or processes at the

level of rigor intended in the standard?

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Baseline Data

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Does the data show critical areas of need Does the data show critical areas of need that could be used for student growth that could be used for student growth goal-setting?goal-setting?

Are those needs appropriate for a Are those needs appropriate for a year-/course-long student growth goal?year-/course-long student growth goal?

Are those needs aligned with grade-level Are those needs aligned with grade-level enduring skills/learning, concepts or enduring skills/learning, concepts or processes in your standards?processes in your standards?

Step 2: Creating Goals Using the SMART Process

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SMART Goal Process for Student Growth

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Targets I can apply guiding questions leading

to the development of a quality student growth goal.

I can determine appropriate sources of evidence for goal setting.

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QUESTIONSQUESTIONS

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