The MA Educator Evaluation Framework: Goal Setting - By
Transcript
| 00:05 | The second step of the evaluation cycle is goal setting | |
| 00:08 | and planned development . At this point , educators have | |
| 00:11 | completed their self assessments and have proposed at least one | |
| 00:15 | student learning goal and at least one professional practice goal | |
| 00:19 | that will be the backbone of their educator plans . | |
| 00:22 | It's important to remember that goals aren't meant to encompass | |
| 00:25 | every aspect of an educator's craft or roll . They | |
| 00:29 | are meant to target a set of priorities identified through | |
| 00:32 | the self assessment process . Student learning goals are driven | |
| 00:36 | by the needs of the students for whom an educator | |
| 00:39 | or team has responsibility , student data shapes and informs | |
| 00:43 | student learning goals . These goals are typically measured using | |
| 00:47 | a variety of student performance measures . Professional practice . | |
| 00:50 | Schools are driven by the needs of the educator or | |
| 00:53 | team as they relate to the standards of effective practice | |
| 00:57 | . These goals might reflect an educator's experience level or | |
| 01:01 | a new instructional initiative . A strong goal is a | |
| 01:04 | smart goal . These smart criteria help answer important questions | |
| 01:09 | about a goal such as why is this topic or | |
| 01:12 | focus ? Important ? What or who will benefit and | |
| 01:16 | how ? When will I achieve this goal ? How | |
| 01:20 | will I demonstrate progress towards this goal ? How will | |
| 01:24 | I know the goal has been achieved once smart goals | |
| 01:28 | have been developed . The next step is to build | |
| 01:30 | the educator plan around the goals . Working together , | |
| 01:34 | the educator and evaluator , identify action steps , a | |
| 01:38 | timeline and evidence to be collected over the course of | |
| 01:41 | the cycle that will support progress toward each goal . | |
| 01:44 | The educator plan also includes the supports and activities that | |
| 01:48 | the educator will leverage over the course of the cycle | |
| 01:52 | goal . Refinement and planned development takes place early in | |
| 01:56 | the school year to allow educators the opportunity to maximize | |
| 01:59 | the use of supports identified in the plan . While | |
| 02:02 | the dates may depend on local bargaining and on the | |
| 02:05 | time frame for self assessment , educator plans should generally | |
| 02:09 | be finalized by mid to late october . Again , | |
| 02:12 | collaboration between the educator and the evaluator is critical during | |
| 02:17 | the step to ensure the goals are well thought out | |
| 02:20 | , smart and aligned to district in school priorities , | |
| 02:22 | And the educator plan represents a road map for the | |
| 02:26 | rest of the cycle . Mm . Yeah . |
Summarizer
DESCRIPTION:
Members of ESE's Teacher and Principal Advisory Cabinets describe the purpose of and process for completing Step 2 of the 5-step evaluation cycle, Goal Setting, including how this step connects to the rest of the cycle.
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