Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Professional Growth Goals

No description
by

Mark Gardner

on 4 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Professional Growth Goals

Professional Growth Goals
and the new teacher evaluation system
Three-Part Series:
October 3: PGP Goals and Planning
December 5: Progress Monitoring
Spring TBD: Reflecting and Looking Forward
Long Term Learning Goals
(Criteria 1, 2 and more)

Student Growth Goals (Criteria 3, 6 and 8)
Our Teaching Practice
Professional Growth Goals
(Criteria 8.4)

The P.G.P.
Past
Future
In the best of cases...
In the worst of cases...
Old Criteria:
"Improvement when needed"
New Mindset:
"Continuous improvement"
8.4
"Growth"
will not
look the same for everyone.
"Growth"
should not
look the same for everyone.
= Freedom to risk and play
= Analysis Paralysis
= Differentiation that gets perceived as
inconsistency
teacher-developed
written
goals
timelines
charts progress
makes adaptations
Unsatisfactory
Basic
Proficient
Distinguished
BASIC
UNSAT
PROF
DIST
To move from UNSAT to BASIC or BASIC to PROFICIENT, the state Marzano rubrics can be a good starting point.
Within a range, growth can still occur.
Teacher Develops a Plan
Goal:
What will Success Look Like?
Move from B to P in Marzano Scale 1.1.
Honest Self-Assessment:
I provide daily learning targets most days, but they aren't really integrated into my teaching, and I don't usually assess them or monitor them. I have a long term goal, but no scale to describe levels of performance.
Necessary Steps:
Locate or design scales for long-term goals.
Pilot scales with students.
Develop routines for student use of the scales for self assessment.
Revise scales based on student feedback.
Students will report using the scales as the part of each end-of-unit reflection.
Evaluator/peer-observer will give feedback to promote reflection.
At least one scale will be piloted each six weeks.
By the mid-year check, I will have at least three scales that I have used and will be able to articulate the successes or shortcomings of each.
1.1: Targets, goals and scales
What Resources Can Help Me?
Workshops on scales, targets and assessments.
Marzano book study.
Peer observation of colleagues who use this strategy.

1. Think in terms of reflective questions... don't worry about criteria yet.
2. Locate a question in the compendium (page 85 and available online).
3. Answer for your "current reality."
4. Answer for your "goal reality," referencing the scales in the compendium as a guide.
Focused Practice to Increase Proficiency:
What will I do IN MY OWN CLASSROOM?
What will I do AS A PART OF MY BUILDING OR SCHOOL COMMUNITY?
What will I do BEYOND THE WALLS OF MY SCHOOL?
I want to improve my free throws.
1. Focusing on the steps or pieces of a strategy.
2. Developing a protocol.
3. Developing fluency with a strategy.
4. Making adaptations to a strategy.
5. Integrating strategies into a macrostrategy.
This language can help a teacher identify "where I am" and define "where I want to be" when setting goals
a
vs.
The
This prezi and the materials you will receive can be found at
tinyurl.com/tosa-pgp1
TODAY
...understand how PGP planning and monitoring may look different in the new evaluation system
...identify resources for crafting (revising) meaningful PG goals
Full transcript