Teacher Goal-Setting and Professional Development Plan Overview
The Goal-Setting and Professional Development Plan (GSPD) is a continuous process where teachers reflect on their professional practices, set personalized growth goals, implement a development plan to achieve those goals, and track progress throughout the year. This process aims to enhance instructional effectiveness, meet student needs, and foster a culture of ongoing learning and improvement within the school community.
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Goal Setting and Professional Development Plan Teacher Overview 2/10/2022 Last Updated:
What is the purpose of the Goal-Setting and Professional Development Plan process? GSPD is an ongoing, recursive process through which teachers authentically engage in reflection about current professional practices, identify individualized professional growth goals, establish and implement a professional development plan to attain those goals, and track progress toward the goals over the course of the year. 2
Development Support Collaboration Growth T-TESS 3 3
Why? Developing Effective Instructional Practices Commitment to 4 4
Teacher self-reflection of strengths and professional learning needs, Texas Standard 6 - Professional Practices and Responsibilities Establishing personal goals to strengthen their instructional effectiveness and better meet students needs, and Administrat ive Code, Chapter 149.1001 Engagement in relevant, targeted professional learning opportunities aligned to their goals. 5 5
How is the Goal- Setting and Professional Development Plan used as the central tool to systematically focus teachers on continuous, self- directed improvement of practices? How do we, as a community of learners, establish a culture where goal-setting and ongoing learning are valued and embraced in our school community? Focus Questions 6 6
Linking this together The teacher self-assessment, goal setting and professional development processes are all interwoven and applied throughout the year to positively impact each teacher s professional practices and ultimately increase student performance. Goal Setting Professiona l Practices & Student Performanc e Professio nal Develop ment Plan Self- Assessme nt 7 7
What actually happens? Goal-Setting and Establishing a Professional Development Plan Professional Development Plan Implementation Teacher Self- Assessment Prepare for End-0f-Year Conference End-of-Year Conference Formative Reviews Preliminary Goal- Setting and Planning for Following Year 8
Beginning of Year Throughout the Year End of Year 9 9
Teacher Orientation of the Process Self- Assessment: Data and Rubric Review to Determine Need Establish Preliminary Goals for the Following Year Following Year Prepare for End- of-Year Conference to Discuss Goal Progress/Attainm ent Formulate Goal(s) to Address the Need Formalize Continuous Improvement Develop a Goal-Setting and Professional Development Plan Track Goal Progress and Results Throughout the Year Formatively Review Goals and Professional Development Plan 10
The Following Year Beginning of Year Following Year Throughout the Year DRAFT GOALS End-of Year Conference 11 11
Professional growth goals drive changes in practices which results in increased student performance. 12 12
How do I begin the Goal-Setting and Professional Developmentprocess? Review the campus/district vision, mission, and goals, as a basis for aligned decisions to begin thinking about your goals. Conduct a self-assessment to determine: Student Needs Review data related to my students academic and developmental needs Teacher Needs Review data and the T-TESS Rubric related to my current and past performance 13
Think About It What do I want to change about my practice that will effectively impact student learning? How can I develop a plan of action to address my professional learning? How will I know if I accomplished my objective? 14
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SMART Criteria Specific What do you want to accomplish? Who, What, Where, When, Which, Why Measurable How will you demonstrate and evaluate the extent to which the goal has been met? Ambitious/ Attainable/ Actionable/ How can you set or stretch challenging goals within your own ability to achieve the desired outcome? What is the action-oriented verb? Relevant How does the goal tie into your key responsibilities? How is it aligned to your objective? Is it aligned to best practices and research and/or district/campus/team priorities? Time-Bound Does it have a clear end or target date with intermittent benchmarks to guide your goal to a successful and timely completion? Deadlines, Dates, Frequency, Etc. 17
Texas Administrative Code, Chapter 150. The GSPD Plan shall be: Submitted to the teacher s appraiser within the first six weeks from the day of completion of the T-TESS orientation for teachers new to T-TESS or the district. Drafted at the end-of-year conference and submitted to the teacher s appraiser within the first six weeks of instruction for teachers who were previously appraised with T-TESS. Approved by the appraiser. Maintained throughout the course of the school year by the teacher to track progress and attainment of goals and participation in professional development activities detailed in the approved plan. 19
Texas Administrative Code, Chapter 150. - 2 The GSPD Plan shall be: Shared with the appraiser prior to the end-of-year conference. Used after the end-of-year conference in the determination of ratings for the goal setting and professional development dimensions of the T- TESS Rubric. A GSPD Conference is required for all teachers in the first year of appraisal under T-TESS and for teachers who are new to the district. 20
GSPD as a Connected Process Texas Teacher Standard s Teacher Data Other GSPD Plan T-TESS Rubric Student Data 21
Goal Setting and Professional Development Plan Establish a positive correlation between the quality of teaching and learning, Target instructional decisions based upon student data, Create a mechanism for teacher refinement of practices, and Increase effectiveness of instruction via the teacher s continuous professional growth. Why? 22
