Student Growth Goals. An educator on a Focused evaluation must create and measure a student growth goal. Educators who select a component or components from Criterion 3, 6, or 8 as their focus area for professional growth will use the accompanying student growth goal rubrics. Educators who select a component or components from Criterion 1, 2, 4, 5, or 7 must use student growth rubrics that accompany either Criterion 3 or Criterion 6. Goals must be written, and a goals conference completed by November 15th.
Student Growth Goals a. The District will provide a Student Growth form for employees to record goal(s) and multiple measures.
Student Growth Goals. CRITERION 6: Student Growth Goal Component Goal Setting W: Check- in S: Check- in Final Check- in Rating
Student Growth Goals a. Embedded within at least one conference during the year, the teacher and evaluator shall discuss student growth measures and student growth goals to be used for the year.
Student Growth Goals. 1. The teacher will identify appropriate instructional subject, sub-group, and assessments to be used in measuring student growth. Student growth data will be taken from multiple (at least two) sources, and must be appropriate and relevant to the teacher’s assignment. Student growth data may include formative and summative assessment data. Student achievement data that does not measure growth between two points in time shall not be used to calculate a teacher’s student growth criterion score.
Student Growth Goals. Classroom teachers shall document student growth goals and may use the Student Growth Goal Setting template in Appendix I.
Student Growth Goals. 1. During the Student Growth Goal Setting Conference the employee and his/her evaluator will discuss identified student growth goals, assessments used to measure identified goals, and the points in time at which the baseline and assessment of growth will be measured. The teacher and evaluator will make every effort to reach consensus regarding final goals, subject areas for goals, assessments, and Criterion 3 sub- group composition. The teacher will identify appropriate instructional subject, sub-group, and assessments to be used in measuring student growth. Student growth data will be taken from multiple (at least two) sources, and must be appropriate and relevant to the teacher’s assignment. Student growth data may include formative and/or summative assessment data. Student achievement data that does not measure growth between two points in time shall not be used to calculate a teacher’s student growth criterion score.
Student Growth Goals. All teachers on a comprehensive evaluation will complete a self-assessment on all eight (8) criteria and the components therein, based on the instructional framework adopted by the district. Teachers will develop and implement a total of three (3) written student growth goals. Goals should be guided by their self-assessment or their prior year’s evaluation. Goals must be written, shared and mutually agreed upon with the teacher’s evaluator by November 1 or prior to the pre-observation conference, whichever comes first. • One (1) student growth goal will be written based on Criteria SG 3.1. • One (1) student growth goal will be written based on Criteria SG 6.1. • One (1) collaborative goal will be written based on Criteria 8. Teachers are additionally responsible to plan timelines associated with the implementation of their student growth goals, monitor their progress, and adjust as needed.
Student Growth Goals. All Secondary IAC classroom teachers will be asked to write a short (3-5 sentences) reflective statement about what they have learned this year through the student growth goal process and submit this reflection to their evaluator through Standards for Success. Upon submission of their reflection prior to May 1, the teacher will receive a 3 – Proficient score for component 3.2 or 6.2, as appropriate.
Student Growth Goals
