Goal Setting

Performance Levels

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.

Student Centered Teacher Centered

Evidence

  • Goal-Setting and Professional Development Plan (GSPD)
  • Conferences and Conversations with the Teacher, Including the End-of-Year conference
  • Analysis of Student Data
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