Indiana Academic Standards

District Improvement Plan

School Improvement Plan

GPS*

Pro

fess

iona

l Dev

elop

men

tR

eflection/Revision

Data/Evidence

TimelineStep Requirement What you do By this date

1 Professional Reflection Form: Smart Goal Section

Formulate your goal By first Friday in May

2 Review goal with administrator Review & discuss your goal

By last Friday in August

3 Complete Peer Review #1 Answer 3 questions with a peer

By the last Friday in September

4 Complete Peer Review #2 Answer 3 questions with a peer

By the last Friday in November

5 Review goal with administrator Review and discuss your goal

By second Friday in December

6 Complete Peer Review #3 Answer 3 questions with a peer

By last Friday in February

7 Share the data related to your goal with an administrator

Discuss your progress towards the goal

By the last Friday in April

SMART Goal ProcessSMART Goal ProcessS StrategicWhat goal are you considering and why? How can what I accomplish with my students positively impact that goal? What data source(s) will you use to establish this goal? How does the goal relate to the district strategic plan and the school PL221 improvement plan?

M MeasurableWhat student learning evidence/data will you use to document your progress in achieving your goal? How will you collect student learning data as evidence? How frequently will your progress toward this goal be measured? How will you monitor/chart your progress toward this goal?

“when people have strongly held but unexamined beliefs, they act on those beliefs without ever surfacing the under-lying assumptions and asking if, indeed, their beliefs are logical and empirically sound.”

SMART Goal Process (Continued)SMART Goal Process (Continued)

A AttainableIs your goal attainable within one or more years? What resources will you need? What challenges do you anticipate? Which colleagues will provide support for you? How will they support you?

R Results OrientedWhat are your desired outcomes in terms of student learning? What data can be used as evidence to determine your success?

T TimelyWhat is the tentative timeline for the implementation of your plan? What periodic benchmarks will you set for yourself to determine your progress?

• What is the goal? (Clear and measurable—everyone understands

what the goal is) • Have we achieved it and/or How are we measuring our

progress toward achieving it? (The attainment of the goal is obvious to anyone examining the data. Benchmarks are often established along the way to monitor progress towards the goal.)

• How will we know when we have achieved it? (What is the evidence that we have achieved the goal?)

• What did we do to achieve it? (What specifically happened? Does the detailed action plan provide steps leading to success?)

• What might we do better next time? (Is this the most effective and efficient method possible to provide us with these results? Program evaluation processes are utilized to determine the value of this process/program.)

• What is next? (This is not the final event, but the opportunity for continuous improvement through reflective thinking.)

The StandardThe Standard

Summative versus Formative Assessment—That’s the difference

Autopsy Approach (Summative): •How did things turn out? •What can we do to help the next person?

Summative versus Formative Assessment—That’s the difference

Physical Exam (Formative): •What is the problem now? •How can we intervene rightnow to fix the problem?

(PLC: Directed Intervention)

What do you do when astudent isn’t learning?

Don’t know what to do. Know what to do, but don’t know if it is working. Know what to do; know that it is working, but

don’t know if it is better than other interventions. Know what to do; know that it is working;

know that it is better than other interventions; but don’t know how to improve it.

Know what to do; know that it is working; know that it is better than other interventions; and have recommendations on how to improve it.

1. It seems like a bunch of

extra work2. It isn’t connected to what you

are doing in your class3. Your can’t remember what

your goal is when you are asked

4. When is it over, you don’t know if you were successful

5. You achieve your goal, but student learning doesn’t show gains

5 ways to know you aren’t doing it right:5 ways to know you aren’t doing it right:

1. What you talk about in PLC on a

regular basis is aligned perfectly with your goal

2. Your goal assist your school in making its PL 221 Goals

3. Your goal is clear…you know exactly what progress you have made towards it

4. Your peer feedback provides you with good insights towards achieving your goal and encourages your efforts to date

5. Your students learn more as a result of your efforts and you know it by the clear evidence of student learning

5 ways to know you are right on target:5 ways to know you are right on target:

Clearly defined student learning goal emanating from the district and school improvement plan;

Specific steps toward the achievement of that goal;

Frequent monitoring of progress toward that goal;

Reflective practice through the process—monitoring and adjusting professional practice in an effort to achieve the goal; and

Sharing insights and celebrating accomplishments and discoveries.

What is success based on?What is success based on?

“While the primary purpose is to increase student learning, in some cases well-thought out and carefully implemented professional plans may not achieve the desired goal. The result is not failure, but an opportunity for growth in professional knowledge, providing the opportunity for refinement and future goal setting.”

Results: Learning…Results: Learning…for students and teachersfor students and teachers

From FTCSC GPS Document

Using the online resources

• From the district web page, click on (Top of the page) Human Resources

• Then click FTCSC Employee Resources (Left of the page)

• Next click on New GPS Resources (Center of the page)

• Scroll down to the appropriate form or• Go to: http://www/HR/gps.html#gps