EP Teacher Professional Goal Setting Plan User Information Name: Katherine Brown
Title:
Building: Outside Offices
Department: None
Grade: None
Evaluation Type: Continuing Teacher 3
Assigned Administrator: Admin13, Training
Evaluation Cycle: 07/30/2014 07/01/2015
Saved By: Admin108, Training
Date Submitted: Incomplete
Acknowledged By: N/A
Date Acknowledged: Unacknowledged
Finalized By: N/A
Date Finalized : Unfinalized
Directions: Professional GoalSetting Plan This form is a tool to assist in developing a Professional Goal Setting Plan. Complete steps one, two and three below. Step 1: Complete the SLO Process Using the quality indicators for each section complete the SLO Process. The DPI’s SLO Process and Scoring Guide may be viewed or printed if needed. If the SLO is team based, the names of all team members should be included. NOTE: Each team member will individually submit and score the team goal. Step 2: Complete the SelfAssessment of Professional Practice Educators reflect on the effectiveness and adequacy of their practices based on each performance standard. At the standard or indicator level for each standard, educators identify at least one area of strength and at least one area for growth. To identify an area of strength or area for growth at the standard or indicator level click on the appropriate cell to highlight, then click on reflection to explain. Step 3: Professional Practice Goal (PPG) After educators review the SLO process and self reflection the educators develop one PPG annually that when aligned to the SLO may increase success in student learning. A PPG is a goal focused on an educator's practice. Submission of this form is required annually. Educators in the summary year of a district’s evaluation cycle should submit this form prior to the professional goal setting conference. Your district may or may not require a goal setting conference on nonsummary evaluation years.
Step One: SLO Process Indicate the following (choose one): SLO is an individual educator goal SLO is a teambased goal (identify team members in the box below): Identify all SLO Team Members:
SLO SelfScore Rubric
I. Baseline Data & Rationale SLO Quality Indicators: l l l l
The educator used multiple data sources to complete a thorough review of student achievement data, including subgroup analysis. The data analysis supports the rationale for the SLO goal. The baseline data indicates the individual starting point for each student included in the target population. If this is the same SLO as you submitted last year/last semester, please provide justification for why.
I. Baseline Data & Rationale
Looking at trends in my school's WKCE mathematics scores for third grade, it shows that there was an increase in students scoring Basic this past year. (Please see file WKCE Trend Data in the file list) A review of the Fall MAP data for my classroom shows two strand areas that have the most students below the grade level norm (192.1 at the beginning of 3rd grade). (Please see file MAP Data and Growth Data Chart in the file list) Operations and Algebraic Thinking has 3 students in the 171180 band while 7 students are in the 181190 RIT band. Number and Operations has 9 students in the 181190 band. I will focus my goal on the Operations and Algebraic Thinking strand since three out of my 26 students are in the last RIT band for this strand. That is more than in any other strand for my class. Also the ten students below the norm and are spread into two RIT bands, it will be important to pay close attention to this strand to increase student achievement. A strong foundation in Operations and Algebraic Thinking is important for future success in mathematics as well. Additionally 13 students are above the norm in this band. These students will need more specialized instruction too. (Please see the file Student Data Chart in the artifact section) Artifacts Add an Artifact Name
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Brown, Katherine
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II. Alignment SLO Quality Indicators: l l
The SLO is aligned to the specific content standards representing the critical content for learning within a gradelevel and subject area. The standards identified are appropriate and aligned to support the area(s) of need and the student population identified in the baseline data.
II. Alignment
On MAP the strand Operations and Algebraic Thinking aligns with the CCSS for Third Grade Math of the same name whose parts are listed below: Represent and solve problems involving multiplication and division. CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. CCSS.MATH.CONTENT.3.OA.A.2 Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. Understand properties of multiplication and the relationship between multiplication and division. CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. CCSS.MATH.CONTENT.3.OA.B.6 Understand division as an unknownfactor problem. Multiply and divide within 100. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. CCSS.MATH.CONTENT.3.OA.D.8 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 CCSS.MATH.CONTENT.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
III. Student Population SLO Quality Indicators: l
The student population identified in the goal reflects the results of the data analysis.
III. Student Population
All 26 of the students of my 3rd grade mathematics class
IV. Targeted Growth SLO Quality Indicators: l l l
Growth trajectories reflect appropriate gains for students based on identified starting points or benchmark levels. Growth goals are rigorous,yet attainable. Targeted growth is revisited based on progress monitoring data and adjusted if needed.
IV. Targeted Growth
The goal is for 100% of my students to show at least one year's growth in RIT scores on the mathematics MAP test. For some students this will mean meeting the end of third grade RIT norm, for others it is approximately one year growth based on the 2011 Norm table from NWEA MAP. I took their current score and looked at where one year's growth would put them. See the table below to know where the numbers came from. This will create tiered goals for my students. (Please see file MAP Data and Growth Data Chart in the file list) I will check at mid year during the Winter testing window to see if all students are on track to make their goal.
V. Interval SLO Quality Indicators: l l l l
The interval is appropriate given the SLO goal. The interval reflects the duration of time the target student population is with the educator. Midinterval checks are planned, data is reviewed, and the revisions to the goal are made if necessary. Midinterval revisions are based on strong rationale and evidence supporting the adjustment midcourse.
V. Interval
The interval of my SLO is the school year. I will do a formal progress check in January during the Winter testing window for MAP. I will use this data to be sure students are meeting growth goals. I will also monitor unit assessments for progress on Operations and Algebraic Thinking and I will plan 23 formative assessments each month to specifically look at progress in the areas of the standards for my goal. These will help me develop differentiated instruction for my students. I will also conduct an Algebraic Thinking Interview with Student 1, Student 2, Student 3, Student 4, and Student 5 to help determine errors in thinking and ways to support their individualized learning.
VI. Evidence Sources SLO Quality Indicators:
The assessment chosen to serve as evidence appropriately measures intended growth goals/learning content. Assessments are valid,reliable,fair, and unbiased for all students/target population. l The evidence reflects a balanced use of the assessment data. l Progress is continuously monitored and an appropriate amount of evidence can be collected in time for use in the final summary conference. l Teachercreated rubrics, if used to assess student performance, have well crafted performance levels that: clearly define levels of performance; are easy to understand; and show a clear path to student mastery. l l
VI. Evidence Sources l l l l
NWEA MAP Testing three times a year, Fall, Winter, Spring Unit Assessment Analysis Documents Formative Assessments and analysis of results Algebraic Thinking Interviews
VII. SLO goal statement
During the 20142015 school year, 100% of my 3rd grade students will show growth in RIT scores as measured by MAP l Students below or at the beginning of the year grade level norm will reach at least 203.1 (the end of the year grade level norm) on the Operations and Algebraic Thinking strand l Students above the grade level norm will show one year's growth in RIT scores on the Operations and Algebraic Thinking strand Verify your SLO goal meets the SMART Criteria: Specific
Measureable
Attainable
Resultsbased
Time bound
VIII. Instructional Strategies and Support
SLO Quality Indicators: l Strategies reflect a differentiated approach appropriate to the target population. l Strategies were adjusted throughout the interval based on formative assessment and progress monitoring data. l Collaboration with others teachers, specialists, instructional coaches, assistant principals is indicated when appropriate. l Appropriate professional development opportunities are addressed. VIII. Instructional Strategies and Support
Working with the other 3rd grade teachers in the team, we will provide targeted interventions to all students in foundational mathematics skills l I will use flexible groups to meet weekly with students on individualized learning targets l Read and implement ideas learned from Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 35 by Maria Blanton, Linda Levi, Terry Crites, Barbara Dougherty, Rose Mary Zbiek l Meet at least monthly with the Math Specialist to discuss what I am learning in the book and to get help and suggestions for implementation l Use common grade level planning time to share progress monitoring data and discuss instructional strategies l Review materials from the course Differentiation Strategies for The Elementary Classroom by CESA 6 that I took in August 2013 and implement more of the strategies into my lessons l
Step Two: Self Assessment of Professional Practice Standard 1: Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences. Standard 1: Professional Knowledge Standard 1: Standard & Indicators Professional Knowledge The teacher demonstrates an understanding of
Evident Area of Strength
Evident Area For Growth
the curriculum, subject content, and diverse needs of students by providing meaningful learning experiences.
Reflection: I have strong background in mathematics and feel very comfortable with the content. This enables me to help students make connections between the topics and to help students move from concrete thinking about topics into more abstract. I make a deliberate effort to connect my lessons to other classes and in other curriculum areas in my classroom. I make an effort to ask highlevel and lowlevel questions in my lessons, but I feel that I could be using more higher level questions in my classes. In addition, I make sure to make the lesson objectives are clear to students and connect them to past lessons and, when appropriate, future lessons. I have implemented strategies on differentiation that I learned from a class in 2013 but I know that I will need to continue to incorporate more of them into my daily lessons. Enter Reflection
1.1 Effectively addresses appropriate curriculum standards (i.e., Common Core, WMAS) and other required standards (e.g., Discipline Literacy, ITLS, 21st Century Learning).
Enter Reflection
1.2 Integrates key content elements and higher level thinking skills.
Enter Reflection
1.3 Demonstrates ability to link present content with past and future learning, other subject areas, and realworld experiences and applications.
Enter Reflection
1.4 Demonstrates accurate knowledge of the subject matter.
Enter Reflection
1.5 Demonstrates skills relevant to the subject area(s) taught.
Enter Reflection
1.6 Bases instruction on goals that reflect high expectations and understanding of the subject.
Enter Reflection
1.7 Understands development of age group. Enter Reflection 1.8 Uses precise language, correct vocabulary and grammar, and acceptable forms of communication as it relates to a specific discipline and/or grade level.
Enter Reflection
1.9 Has knowledge and understanding of school, family, and community resources to help meet students' learning needs.
Enter Reflection
1.10 Demonstrates appropriate accommodations and modifications for diverse learners (e.g.English learners, gifted learners, students with disabilities).
Enter Reflection
Standard 2: Instructional Planning The teacher effectively plans using the approved curriculum, instructional strategies, resources, and data to meet the needs of all students. Standard 2: Instructional Planning Standard 2: Standard & Indicators Instructional Planning
Evident Area of Strength
Evident Area for Growth
The teacher effectively plans using the approved curriculum, instructional strategies, resources, Reflection: and data to meet the needs of all students. I use the district curriculum guide to do my long range planning for my students and to outline the short term plans. I look at student achievement data in addition to the guide to determine if there are any foundational skills I will need to review before specific lessons and to try and anticipate which topics will be tricky for students. I typically use a SMARTBoard in my lessons and am working towards differentiating my lessons more for students. I have noticed that I like to stay with the lesson and the pacing that I have planned and have a hard time deciding when to alter my plans. For example, sometimes when I have answered the same question for many of the students working in small groups I don;t regroup the students as a whole class to reteach the misunderstood content. I really need to work on doing this more. It will help students to understand the material better and save us time in the end. I use student surveys to help me plan my instruction. I would like to be more deliberate in my teaching of Algebraic Thinking and plan to read a book about it this year to implement strategies into my classroom. Enter Reflection 2.1 Aligns lesson objectives to approved curriculum using student learning data to guide planning.
Enter Reflection
2.2 Plans accordingly for pacing, sequencing content coverage, transitions, and application of knowledge.
Enter Reflection
2.3 Plans for differentiated instruction. Enter Reflection 2.4 Develops appropriate long and shortrange plans and adapts plans when needed. 2.5 Uses resources, including technology, to effectively communicate.
Enter Reflection
Enter Reflection
Standard 3: Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. Standard 3: Instructional Delivery
Standard 3: Standard & Indicators Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
Evident Area of Strength
Reflection: As I mentioned before, I typically notice that my students are active and engaged in the whole group lesson, but find some of my students have trouble with the guided practice portion of my lessons. I make sure each lesson has several different instructional strategies and sometimes find it hard to determine when to veer significantly from my plan. At times, it seems as if I am answering the same questions over and over. When it seems like that, I should probably regroup the students for some reteaching before moving back into the plan. Enter Reflection
3.1 Engages and maintains students in active learning (e.g., student collaboration, small group instruction, realworld applications, project based learning).
Enter Reflection
3.2 Builds upon students' existing knowledge and skills.
Enter Reflection
3.3 Uses a variety of effective instructional strategies.
Enter Reflection
3.4 Uses materials, technology, and resources to enhance student learning. 3.5 Differentiates and paces instruction to meet students' needs.
Evident Area for Growth
Enter Reflection
Reflection: I have noticed that sometimes after I teach a whole group lesson, some of the students need more assistance during guided practice. Usually, the confusions arise from the mathematics vocabulary. I will work on incorporating more strategies for these students to learn the precision of mathematics vocabulary, such as using a word wall. I will also work on utilizing more differentiation strategies in my classroom to help support students at their level and to, hopefully, help alleviate some of the issues I have noticed with the guided practice time. Enter Reflection
3.6 Reinforces learning goals throughout the lesson.
Enter Reflection
3.7 Communicates clearly and checks for understanding (e.g., multiple levels of questioning).
Enter Reflection
Standard 4:Assessment For and Of Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provides timely feedback to students, parents, and stakeholders. Standard 4: Assessment For and Of Learning Standard 4: Standard & Indicators Assessment for and Of Learning The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, guide instructional content and delivery methods, and provides timely feedback to students, parents, and stakeholders.
4.1 Uses preassessment data to develop expectations for students, to differentiate instruction, and to document learning. 4.2 Involves students in setting learning goals and monitoring their own progress. 4.3 Uses a variety of informal and formal assessment strategies and instruments that are valid and appropriate for the content and for the student population. 4.4 Aligns student assessment with approved curriculum and benchmarks.
Evident Area of Strength
Evident Area for Growth
Reflection: I use quick checks as both pre and posttests for each unit. These help me to inform and guide my instruction. I survey my students once a week in each subject area to gauge how students are doing on specific learning targets. I ask a lot of questions during my lessons to formatively assess how students are doing. I would like to plan more formal formative assessments to use during class to more deliberately use the assessments to diagnose student misconceptions. I plan to focus more of my attention on these formative assessments to judge misconceptions instead of the weekly surveys. I will use the weekly surveys for one subject area each week and reevaluate at the end of the term to see what is the most valuable for my instruction. Enter Reflection
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4.5 Collects and maintains a record of sufficient assessment data to support accurate reporting of student progress.
Enter Reflection
4.6 Uses assessment tools for both formative and summative purposes to inform, guide, and adjust students' learning.
Enter Reflection
4.7 Communicates constructive and frequent feedback on student learning to students, parents, and other stakeholders.
Enter Reflection
Standard 5 Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, studentcentered environment that is conducive to student engagement and learning.
Standard 5: Learning Environment Standard 5: Standard & Indicators Learning Environment The teacher uses resources, routines, and procedures to provide a respectful, safe, positive, studentcentered environment that is conducive to student engagement and learning.
5.1 Establishes and maintains effective routines and procedures.
Evident Area of Strength
Evident Area for Growth
Reflection: I work hard to create and promote a respectful, positive and safe learning environment. I take time to teach behaviors at the beginning of the year and have clear expectations for students that I follow consistently. I feel it is important to have high expectations and have supportive and nurturing relationships with my students. Enter Reflection
Reflection: It is important that the learning environment in my classroom is caring and respectful. I have put a great deal of time and effort into deliberately planning my classroom management and continuing to refine it as things arise. I commit a significant amount of time at the beginning of the year establishing and practicing routines and expectations with my students. This investment allows my students to focus on their academic learning without the distractions and confusion that would result if there wasn't clarity in what they need to do to be successful in my room. I create personal connections with my students through a "Getting To Know You Better" survey which allows me to infuse students' interests into conversations and lessons throughout the year. I also engage students in selfreflection about their engagement through weekly selfreflections. Not only does this help me to recognize shifts I may need to make in my instructional plans, but it supports students in taking ownership of their own learning which is a critical component of their success. Enter Reflection
5.2 Creates and maintains a safe physical setting.
Enter Reflection
5.3 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
Enter Reflection
5.4 Promotes respectful interactions that challenge and engage students within the learning environment.
Enter Reflection
5.5 Creates an environment that is academically appropriate, stimulating, and challenging.
Enter Reflection
5.6 Encourages student participation, inquiry, and intellectual risktaking.
Enter Reflection
5.7 Respects and promotes the appreciation of diversity.
Enter Reflection
5.8 Uses a balance of effective verbal, nonverbal, and digital communication tools to foster a positive, culturally inclusive learning environment.
Enter Reflection
Standard 6 Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning. Standard 6: Professionalism Standard 6: Standard & Indicators Professionalism The teacher demonstrates behavior consistent with legal, ethical, and professional standards, contributes to the profession, and engages in professional growth that results in improved student learning.
Evident Area of Strength
Evident Area for Growth
Reflection:
I participate in professional development provided by the district and also have attended training outside the district (Differentiation). I plan to read a book on Algebraic Thinking this year. I regularly communicate with families and participate in school committees. Enter Reflection
6.1 Collaborates and communicates effectively to promote students' wellbeing and success. 6.2 Builds positive and professional relationships with parents/guardians through frequent communication concerning students' progress. 6.3 Adheres to school, district, legal, ethical, and procedural requirements.
Enter Reflection
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6.4 Incorporates learning from professional growth opportunities into instructional practice and reflects upon the effectiveness of implemented strategies.
Enter Reflection
6.5 Identifies and evaluates personal strengths and weaknesses and sets goals for improvement of skills and professional performance based on selfassessment and/or in collaboration with their evaluator.
Enter Reflection
6.6 Works in a collegial and collaborative manner with administrators, other school personnel, and the community to promote continuous improvement.
Enter Reflection
Step Three: Professional Practice Goal After engaging in the SLO process and reviewing the self assessment, develop one professional practice goal (PPG) that, when aligned to the SLO may increase student learning. Professional Practice Goal Statement
I will read the book Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 35 by Maria Blanton, Linda Levi, Terry Crites, Barbara Dougherty, Rose Mary Zbiek by December and incorporate at least three of the strategies into my classroom practice this year along with two new differentiation strategies from the Differentiation Workshop so that my students will show growth in the area of Operations and Algebraic Thinking as measured by MAP.
Verify your PPG Statement meets the SMART Criteria:
Specific
Measurable
Attainable
Results Based
TimeBound
To which standard(s) does this goal align? Select all that apply. 1. Professional Knowledge
2. Instructional Planning
3. Instructional Delivery
4. Assessment for and of Learning
5. Learning Environment
6. Professsionalism
