0 Reflection #27: Goal Setting

Posted by Atsumori. Category:

The Massachusetts Educator Evaluation Rubric element 4A2: Goal Setting describes the attributes of effective individual and collegial professional goal setting. Similar to the intent of this element, I believe that a dynamic process of problem analysis, goal setting, and goal attainment improves the quality of collegial work and student learning. I outlined my thoughts in this regard on this post, Dynamic Problem Analysis and Goal Setting.

Guided Reflection

As you reflect on element 4A2, read the standard, indicator, element, criteria, key points, and questions below.  Use the grid to reflect upon and make notes related to this element's implications for your own practice. I’ve provided an example of my analysis for your review if desired.

Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Indicator IV-A. Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

Element 4A2: Goal Setting

Criteria (exemplary)

Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student learning data.  Is able to model this element.

Key Points/Questions:

• Individually and with colleagues builds capacity. In what ways do you and colleagues support one another’s power, ability, and potential to propose positive change?
• Propose and monitor challenging, measurable goals based on thorough self-assessment and analysis. What goal setting process does your collegial team use with regard to monitoring, measuring, and improving student learning?

Element 4A2 Goal Setting

Key Points	Question	Effective Efforts	Implications for Your Practice	Results
Individually and with colleagues builds capacity.	In what ways do you and colleagues support one another’s power, ability, and potential to propose positive change?	Create idea-sharing protocols and opportunities in school. Encourage colleagues to speak up, share ideas, look for ways to improve practice. Provide multiple channels for share to appeal to the diverse professional learners in a school. Offer to help a colleague plan and prepare an idea for share.
Propose and monitor challenging, measurable goals based on thorough self-assessment and analysis.	What goal setting process does your collegial team use with regard to monitoring, measuring, and improving student learning?	Support the time and protocol necessary for proactive problem analysis and goal setting.

My Self Analysis and Action Steps related to this element.

TeachFocus: Link to Past Reflections related to new Massachusetts Teacher Evaluation System (MTES) Rubric

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