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Student Growth Developing Quality Growth Goals STEPS 3-4-5. Teacher Professional Growth & Effectiveness System (TPGES). 4. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain4: Professional Responsibilities. PGES Sources of Evidence.

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Student Growth Developing Quality Growth Goals STEPS 3-4-5

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Student Growth Developing Quality Growth Goals STEPS 3-4-5

Teacher Professional Growth & Effectiveness System (TPGES)

4


Domain 1: Planning & Preparation

Domain 2: Classroom Environment

Domain 3: Instruction

Domain4: Professional Responsibilities


PGES Sources of Evidence

Teacher Professional Growth and Effectiveness System

Observation

Student Voice

Peer Observation

formative

Self-Reflection

Professional

Growth

These provide multiple sources of evidence to inform professional practice

State Contribution:

Student Growth %

Student Growth

Local Contribution:

Student Growth Goals


I can apply guiding questions to implement student growth goal-setting.

I can determine effective teaching & learning strategies to support students’ goal attainment.

I can implement strategies and monitor student progress toward goal attainment as a recursive process.

I can determine goal attainment.

Targets

8


Student Growth Process

9


Determine needs.

Review from SG 1

  • Identify the essential /enduring skills, concepts & processes for your content area for your content/grade-level standards.

  • Determine what mastery of those skills/learning, concepts & processes looks like.

  • Pinpoint critical areas of need.


Decide on sources of evidence.

Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need?

11


Decide on sources of evidence.

Review from SG 1

Do the sources of evidence provide the data needed to accurately measure where students are in mastering the identified skills, concepts, and/or process for the identified area(s) of need?

Think beyond paper and pencil tests.


Rigorous and

Comparable across classrooms

Sources of evidence for student growth goal setting must be. . .


It is the alignment to standards that make our measures both rigorous and comparable.


Step 2: Create goal

14


Meets SMART criteria

Includes growth statement/target

Includes proficiency statement/target

Components of a Quality Student Growth Goal

15


SMART Goal Process for Student Growth

16


For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric.Furthermore 80% of students will score a 3 or better overall.

Goal Sample

23


Step 3: Create & Implement Teaching & Learning Strategies

17


Strategies are…

the how tolink between goal context and goal attainment.

how learning and school improvement happen.

Dr. James Stronge

WHY?

18


STEP 3:

Start by deciding on Instructional Strategies for Goal Attainment.

19


supported by research

developmentally appropriate

appropriate for the

subject matter

Dr. James Stronge

Dr. James Stronge

Carefully chosen strategies are…

20


With your table partners –

Share examples of some strategies you routinely use to support students as they learn your content?

35


ASK YOURSELF…

How do I identify the instructional strategies that will most effectively support students in attaining the student growth goal?

21


Student Growth

Unpacking a


For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC argumentation rubric. Furthermore 80% of

students will score a 3 or better overall.

Goal Sample

23


24


Engaging students in discussions, debates, and collaborative conversations

Teaching students how to use graphic organizers to delineate arguments, plan their own arguments and give peer feedback

Selecting Strategies for our Sample Goal

25


NEXT, ASK YOURSELF…

What resources and supports do I need to implement these strategies with my students?

26


Multiple Resources & Supports

Research–based Strategies:

Professional Publications & Webinars

Collaboration with Others

>Online Resources &

Communications

>CIITS Resources

27


28


29


1

4

3

2

30


31


TRANSCRIPT

REFLECTION

APPLIES IN MULTIPLE CONTENT AREAS

32


Application in multiple areas

33


with other teachers

Collaborative Conversations

 with your principal


Step 4: Monitor student progress

36


How and when will I monitor progress towards the SGG throughout the year/course?

What formative assessment processes will I use for progress monitoring?

Plan for Progress Monitoring

37


Multiple Choice items

Discussion, Debates

Short answer prompts

Anecdotal notes

Observation

Products

Performances

Assess How?Formatively!

38


For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore, 80% of students will score a 3 or better overall.

Goal sample from any Content Area

40


41


  • Think of a skill or concept your students will learn soon after school starts.

  • Share with your group –

  • what is that skill?

  • which formative assessment is the best match for that target?

35


How will I involve students in progress monitoring?

Engage Students

42


From Classroom Assessment for Learning: doing it Right – Using it Well

43


44


How will feedback occur regularly to move students forward in their learning?

45


How are students doing in meeting the goal? Are they progressing enough to meet the goal by the end of the course/year?

How are the instructional strategies working? Do I need to adjust my instructional strategies?

Reflecting on Progress: A Formal Look

46


Step 5: Determining Goal Attainment


Proficiency

Post-Data

Growth


For the 2011-2012 school year, 100% of my students will make measurable progress in argumentative writing. Each student will improve by at least one performance level in three or more areas of the LDC writing rubric. Furthermore 80% of students will score a 3 or better overall.

Goal Sample

49


50


Students


Teacher Practice


--with the principal

Collaborative Conversations

--with other teachers


Professional Learning


PD 360

“Just in Time” Professional Learning

55


Targets

  • I can apply guiding questions to implement student growth goal-setting.

  • I can determine effective teaching & learning strategies to support students’ goal attainment.

  • I can implement strategies and monitor student progress toward goal attainment as a recursive process.

  • I can determine goal attainment.

57


QUESTIONS

58


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