Classroom Teacher – Examples Tracking Student Progress Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Currently I track the progress of the entire class on their learning goals. I would like the students to become more involved in their progress as a result of focusing on this target strategy. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy I would like the following changes to occur in student behavior/learning as a result of focusing on this target strategy. (1) Students can describe their status relative to the learning goal using the scale or rubric; (2) Students will systematically update their status on the learning goal; (3) I will use formal and informal assessments to assign scores to students depicting their progress so they can rate themselves on the scale accordingly. State your Growth Goals for this element By the end of each unit, at least 75% of the students in the 4/5 reading group will be able to describe their status relative to the learning goal by using a scale or rubric. Providing Rigorous Learning Goals and Performance Scales (Rubrics) Current student behavior/learning that I want to see improve as a result of focusing on this target strategy I would like to see students demonstrating more ownership throughout their learning process as part of their behavior/learning improvement. When given information, students need to show their level of understanding and refer to state the learning goal along with the tie-‐in to the scale. In September, 3/12 or 25% of my students could either explain how their current activities relate to their learning goals or explain the meaning of the levels of performance in the scale or rubric. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy The changes I expect to see in student behavior/learning as a result of focusing on this strategy are as follows: students can explain how their current activities relate to their learning goal or target. Students can explain the meaning of the levels of performance in the scale or rubric. In addition, I will post the scale as a visual for all students to see or provide individual copies for each student. State your Growth Goals for this element By the end of each unit, I will provide rigorous and concise learning goals and/or targets, both of which are embedded in a performance scale that includes application of knowledge and monitor for evidence of the majority of students’ understanding of their learning goals and the levels of performance. I want 11/16 or 69% of my students to explain how their current activities relate to their learning goals or explain the meaning of the levels of performance in the scale or rubric.
Classroom Teacher – Examples Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Students generally do work on their own or in partnerships but the activities are low-‐level/simple tasks. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy I will provide my students with the opportunities for complex tasks so that students can generate and test hypotheses. Students will be guided in their thinking to generate hypotheses. Students need to think about how the whys of learning. State your Growth Goals for this element Students will be able to generate possible or multiple solutions to a problem or different answers to a question rather than just getting the correct answer. Students will be able to answer questions related to decision-‐making, inquiry, and investigation. Helping Students Examine Their Reasoning Current student behavior/learning that I want to see improve as a result of focusing on this target strategy When students are given an incorrect answer, they do not describe the error they made or state an argument to support a claim. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy I would like for students to examine their own reasoning or the logic of the information presented to them. In guiding students, they will be able to deepen the knowledge in the informational content. State your Growth Goals for this element I will provide more opportunities for students to examine their errors in reasoning. When looking at the reasoning, we will look at some angles, such as, faulty logic or misinformation. Students will also have to defend their reasoning with evidence for the clear argument they present.
Non-‐Classroom Teacher Examples Accessing, Evaluating and Utilizing Technology to Safeguard and Enhance the Quality of Services Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Currently, student information is difficult to retrieve and students cannot access relevant information from multiple platforms. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy Through my effective entering of information into TERMS and utilizing technology as it relates to student services and record keeping, student information will be more readily available for me to refer to in working with students. Students will be able to see their progress in all areas, by viewing progress reports, testing data, etc. Students will be able to gauge what is necessary to be on task for promotion, and be able to see what areas they will need to work on to improve their academic success. State your Growth Goals for this element By June 2014, through my effective entering of information into TERMS and utilizing technology as it relates to student services and record keeping, student information will be more readily available for me to refer to in working with students. Students will be able to see their progress in all areas, by viewing progress reports, testing data, etc. Students will be able to gauge what is necessary to be on task for promotion, and be able to see what areas they will need to work on to improve their academic success. Organizing and Orienting Participants to Interact with New Content Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Students are not able to meet and/or discuss social barriers that may prevent them from focusing on their academics. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy Students will be selected to participate in small groups based on needs. After conducting a student services need survey, I will create small groups to meet weekly for an 8-‐week session. Through participating in small group counseling, students will be able to meet and communicate with other students who share the same concerns. For example, students with parents who are divorced would be able to relate and share experiences with other children of divorce. Coping strategies and suggestions will be discussed. Students that have social/friendship issues will have the opportunity to meet and get to know others in the same circumstance which will help them relate to peers in and outside of the group. State your Growth Goals for this element By June 2014, selected students will participate in small group counseling to assist them with processing of new content and gaining coping strategy techniques. Small group counseling sessions will focus on areas of student concern such as divorce, grief, and social/friendship. Progress will be monitored by gaining feedback on the child’s use of coping strategies from teacher and student surveys and feedback.
Non-‐Classroom Teacher Examples Implementing Processes to Motivate Reading for Intrinsic Value Current student behavior/learning that I want to see improve as a result of focusing on this target strategy There are already students who are reading for intrinsic value, but they are typically not reading outside their comfort zone. I have noticed that many students consistently read either fiction, non-‐fiction or graphic novels, but do not read outside of a series they enjoy or a type of book they enjoy. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy. Students will build on their passion for reading, which will have them more motivated to read books outside their comfort zone. They will be open to a greater variety of literature as well as non-‐fiction and also have them further explore literature they already enjoy through a school-‐wide reading program State your Growth Goals for this element Through a school wide reading program, monthly circulation will increase among displayed books and digital resources. By March 20th, circulation will increase by 2% among at least 51% of the Top 50 library patrons from the end of 2nd quarter. Demonstrating Use of District and School Online Resources Current student behavior/learning that I want to see improve as a result of focusing on this target strategy Many students who come into the Media Center are either unaware or choose not to use the most effective tools they can to research and organize new information, instead often opting for Google and Wikipedia. Changes in student behavior/learning that I want to see improve as a result of focusing on this target strategy I expect to see that students who come to the Media Center to work on classwork would be able to effectively use and evaluate resources to gain knowledge useful for this purpose and see more usage of databases and other reliable web resources. State your Growth Goals for this element By March 20th, I will check with a specific teacher who has used the Media Center for research purposes with the goal of having more than 51% of that Teacher’s students having used resources available through the Media Center – either available databases or websites with links on the Media Center’s website.
Non-‐ Example Providing Rigorous Learning Goals and Performance Scales (Rubrics) Current student behavior/learning that I want to see improve as a result of focusing on this target strategy I want all of my ESE students to not feel ashamed of their level of understanding and to use the scale rubric cards or fingers on their hands, 1-‐4, consistently, and with fidelity – not what they think I want to hear but what really reflects their level of understanding. Changes in student behavior/learning I expect to see as a result of focusing on this target strategy All of my ESE students in my learning strategies classes will utilize the rubric consistently and with fidelity every time I present a new lesson. State your Growth Goals for this element I want to go from applying to innovative in this element.
The scale that is to be used is not having student a raise their fingers 1-‐4. This element refers to a performance scale. These are two totally different ideas.
The change that is to occur is too vague and not able to be measured.
How is this to be accomplished? What is the benchmark date to be used? How will you know if you m et your goal?
Helping Students Examine Their Reasoning Current student behavior/learning that I want to see improve as a result of focusing on this target strategy I want all of my students to understand the explanation(s) I give them for errors in reasoning to improve their reading comprehension. Example: The main idea they selected for a passage was a specific detail, not the main idea of what the student read. Changes in student behavior/learning that I want to see improve as a result of focusing on this target strategy By repeated practice on short FCAT type passages the level of understanding will be evident in all of my students. State your Growth Goals for this element My growth goal in this area is to go from applying to innovating.
Refer to your protocol when writing your goal. This element states that students examine their reasoning when content is informational and as a result knowledge is deepened. This is just much more than students identifying a main idea or details.
How will you measure an increase in level of understanding? This statement is vague.
How is this to be accomplished? What is the benchmark date to be used? How will you know if you met your goal?