Transcript Setting purposeful goals - Douglas County School District

Setting purposeful
goals
Douglas County Schools
July 2011
What we envision?
Quality
assessments to assess student learning over
time—unit by unit
Teachers and administrators setting purposeful goals
based on CLASS Keys and LEADER Keys to engage
in strategic professional learning
Increased effectiveness in teaching and learning
through changing our behavior
What have we accomplished?
Common Assessments for All
Four
teachers from every grade
level/content area met for at least 4 days
this summer and wrote no fewer than 3
standards based assessments.
423 educators engaged in the work of
developing common unit assessments.
We have developed strong leadership
teams and facilitators
Feedback
We had extremely positive feedback from all
writing teams:
Collaboration was most effective and
appreciated,
The process and the norms keep teams
achieving their goal of 3 common
assessments, and
Facilitators were outstanding –very
helpful.
Next steps in the assessment work
Develop
charts of what assessments have
been completed and present a status report.
Design a system for the District Assessment
Leadership Team to begin the review and
feedback process.
Establish content area/grade level
professional learning communities to
establish collective inquiry among all
teaching teams across the district.
Develop a timeline over the next 3 to 5
years and systems for continuing assessment
revisions and development.
Our learnings
Teachers
are experts in their fields and with
guidelines and a clear process, they produce
quality unit assessments.
Teachers across the district became learning
communities as they worked toward a common
goal.
Teacher leaders develop as they facilitate teams of
teachers to accomplish their goals.
We can do anything we put our minds to
accomplish if we all work together.
What about goal setting?
Assumptions
 When
teachers and administrators thoughtfully appraise teacher
effectiveness on CLASS and LEADER Keys indicators and set
authentic, challenging goals for growth, effectiveness improves in
ways that positively impact student learning.
 When teachers analyze trends in a variety of data regarding their
students’ achievement and reflect on their own practice, they are
better informed to set relevant goals for strengthening their
performance.
 When administrators host meaningful conversations with
teachers about their students’ learning, they facilitate
teacher reflection.
 Common unit assessments are central to teaching teams’ efforts
to be proactive in the design of results-oriented instruction that
meets their students’ needs.
Our vision
Learning of students and staff is the connective tissue
between goals and outcomes.
•The district values professional learning and insists
that teams of teachers and administrators write
authentic goals based on trends in student
performance data and their self assessments on CLASS
Keys and LEADER Keys.
•Through their deep understanding of themselves as a
learner, and a learning team, they establish logical
plans of action that will lead them to learn
aggressively.
Our vision
•
•
If teachers have reliable assessment strategies that give them
good information about student progress, they have the best
opportunity to understand what their students know and do
not know.
If teams of teachers work collaboratively together in analyzing
their student performance data and student work, they can
make thoughtful connections to their instructional work and
set transformational goal for themselves that will lead them to
implement new strategies in their classrooms.
Our vision
•
•
Administrators play a major role in impacting student and
staff learning. The way administrators coach others matters
in terms of the learning in the organization.
As administrators self assess using LEADER Keys, student
performance data in the school, and their observations of
teachers teaching and collaborating, they set meaningful
goals for themselves that lead them to learn essential
skills and develop behaviors to lead high
achieving schools.
Our vision
Assessmen
t design
committee
s establish
reliable,
assessment
strategies
and data
charts.
Teaching
teams
analyze data
from multiple
sources of
information
about
student
achievement.
Teaching teams
analyze their
effectiveness
on CLASS
competencies
and skills.
Teachers
identify
trends in
their
strengths
and
weaknesses
of their
teaching.
Either
individually
or with their
team
teachers
establish a
clearly
articulated,
challenging
goal.
Teaching
teams and
individual
teachers
describe
the results
they
expect
from
students as
a result of
achieving
their goal.
They
establish a
theory of
action and
a logical
model to
achieve it
grounded
in
profession
al learning
principles.
They monitor
their progress
regularly with
their principal,
celebrate and
share their
successes, and
make
modification
for challenges
that arise.
CLASS Keys process
The CLASS Keys process: 9 steps
Phase 1: Pre-evaluation phase
Individual teacher work
1. Reflect on personal effectiveness and gather artifacts and data
2. Self assessment/reflection
3. Determine strengths and challenges,
4. Analysis of Student Performance Data
Team work
5. Determine root causes and possible new learnings
6. Establish a targeted goal
7. Develop a professional growth Plan
(Theory of Change and Logic Model)
8. Gather artifacts
9. Feedback
Exactly as stated in CLASS Keys
Phase II: Evidence Collection Phase (only around the goal)
Informal observations
Formal observations
Other evidence collection
Feedback
Phase III: Annual Evaluation Phase
Element/Strand Evaluation
GTDR Evaluation
Overall Evaluation
Feedback
•LEADER KEYS PROCESS
The LEADER Keys process: 9 steps
Phase 1: Pre-evaluation phase
Individual teacher work
1. Reflect on personal effectiveness and gather artifacts and data
2. Self assessment/reflection
3. Determine strengths and challenges,
4. Analysis of Student Performance Data
Team work
5. Determine overall Strengths and Challenges of your team
6. Determine root causes and possible new learnings
7. Establish a targeted goal
8. Develop a professional growth Plan
(Theory of Change and Logic Model)
9. Gather artifacts
Exactly as stated in LEADER Keys
Phase II: Evidence Collection Phase (only around the goal)
• Informal observations
• Formal observations
• Other evidence collection
• Feedback
Phase III: Annual Evaluation Phase
• Element/Strand Evaluation
• GTDR Evaluation
• Overall Evaluation
• Feedback
District Parameters for Administrators
•
Principals: One standard from each strand (10
total) will be selected as system-wide, nonnegotiable standards
• Up to 3 additional standards may be selected,
based on the specific professional growth needs
of individuals.
•
•
Assistant Principals: 6-10 standards will be
selected. Standards may be a combination of
non-negotiable standards and standards
selected based on the specific professional
growth needs of the individual.
Instructional Staff: One Standard from each strand
(10 total) will be selected as system-wide, nonnegotiable standards
• Up to 3 additional standards maybe selected,
based on the specific professional growth needs
of individuals.
•
At least 1 standard from each of the following
strands must be selected:
• Curriculum
• Assessment
• Standards-based Instruction
• Data Analysis
• Professional Learning & Development
• Performance Management & Process
Improvement
LET’S JUST DO IT!