Consistently sets, modifies and meets short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.

Implements substantial changes in practice resulting in significant improvement in student performance.

Sets some short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.

Meets all professional goals resulting in improvement in practice and student performance.

Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback.

Meets all professional goals resulting in improvement in practice and student performance.

Sets short-term goals based on self-assessment.

Meets most professional goals resulting in some visible changes in practice.

Sets low or ambiguous goals unrelated to student needs or self-assessment.

Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.