Goals and Self-

Assessment

Admin

Observation

Student Course Feedback

Peer

Observation

Community

Feedback

Goals and Self-

Assessment

I have experienced success/growth with this year’s goal.

Yes

I don’t

know N

o

0 00

Goals and Self-

Assessment

1. Yes2. I don’t know3. No

Goals and Self-Assessment

• PRIMARY GOAL SETTING Summarize your primary goal from the previous academic year. Briefly describe your progress on reaching this goal.

I have evidence that supports success/growth toward my goal.

Yes

I’m not s

ure No

0 00 Goals

and Self-Assessment

1. Yes2. I’m not sure3. No

Establishing SMART Goals

Goals and Self-AssessmentFaculty Assessment and Annual Review

• trategic and specific

• easurable

• ttainable

• esults-based

• ime-bound

What do we want to achieve?

What outcomes are we

shooting for?

Westminster Teachers’ Best Practices Philosophy• appropriately individualizing

instruction for students.• collaborate with students and

colleagues to further knowledge and understanding.

• demonstrate a willingness to take risks and an openness to engage new ideas.

• stay current with evolving teaching strategies and methodologies.

• model reflective practices.• find and emphasize the contributions

each child can make.• vary teaching and assessment

strategies and provide authentic feedback.

Westminster Teachers’ Best Practices Philosophy• consistent, clear, and challenging

expectations.• emphasize content and skill

development. • recognize effort in addition to

mastery. • empower students to pursue

intellectual curiosity. • solve problems in a collaborative

learning atmosphere. • foster trusting, safe, and nurturing

environments.• seek to make relevant

connections.

• Original GoalUsing double-side journal (reflections + action steps), write weekly on successes and failures in classroom

• SMART GoalDuring the 2009-2010 school year, 100% of my students will improve their writing skills at least one level on 4 or more traits as measured by the Six-Traits scoring rubric.

Strategic/specific, Measurable, Attainable, Result-oriented, Time-bound

Best Practices:

* Empower students to pursue intellectual curiosity. * Find and emphasize the contributions each child can make.* Vary teaching and assessment strategies and provide authentic feedback.* Demonstrate a willingness to take risks and an openness to engage new idea.

During the 2009-2010 school year, 100% of my students will improve their writing skills a level on 4 or more traits as measured by the Six-Traits scoring rubric.

• Predict how student learning will be enhanced as you work to implement your goal.▫ Students that master these targets will be exemplary writers▫ Peer editing becomes mutually beneficial as students

engage in formative assessment of each other’s writing • What action steps will you take to reach your goal?

▫ Diagnostic assessment to determine initial level and individual goal setting for growth

▫ Double-side journal (reflections + action steps) to record weekly on successes and failures in classroom

• What support do you need to reach your goal?▫ Intervention strategies for struggling students▫ Enrichment activities for students demonstrating mastery

Best Practices:

* Collaborate with students and colleagues to further knowledge and understanding. * Vary teaching and assessment strategies and provide authentic feedback. * Emphasize content and skill development.

• Original Goal To strengthen students' weaknesses in simple algorithms, specifically, multiplying and dividing decimals.

• SMART GoalDuring the 2009-2010 school year, all 6th grade math students will show at least a 10% gain in proficiency of simple algorithms such as multiplying and dividing decimals when tested using summative assessments including chapter tests and/or the exam.

Strategic/specific, Measurable, Attainable, Result-oriented, Time-bound

During the 2009-2010 school year, all 6th grade math students will show at least a 10% gain in proficiency of simple algorithms such as multiplying and dividing decimals when tested using summative assessments including chapter tests and/or the exam.

• Predict how student learning will be enhanced as you work to implement your goal.▫ Basic skills, numeracy, achievement, confidence,

and self-efficacy will be increased• What action steps will you take to reach your goal?

▫ Diagnostic assessment to determine prerequisite knowledge and individual goal setting

▫ Formative assessment to check for learning▫ Summative assessment for measurement

• What support do you need to reach your goal?▫ Intervention strategies for struggling students▫ Enrichment activities for students demonstrating mastery

Why establish goals as a team?• more rapidly identify those students who need

help.

• challenge the students in the middle to reach a little bit higher.

• move students who have mastered the materials on to new skills and competencies.

• have quick feedback which allows continuous adjustments to instructional strategies.

Goals and Self-

Assessment

Admin

Observation

Student Course Feedback

Peer

Observation

Community

Feedback

Critical Friends

Critical Friends

FAQs• Why change to a SMART goal?• Should my goal next year be a SMART goal?• Must my goal for next year be written in

collaboration?• Should my Student Course Feedback and/or Peer

Observations influence my goal? • What if I am not successful at achieving my goal?• When is this due?

Strategic/specific, Measurable, Attainable, Result-oriented, Time-bound