Planning: Dimension 4.2

Dimension 4.2 Goal Setting:

The teacher reflects on his/her practice.


Clarifying Statement:

Texas teachers assume responsibility and accountability for their performance and growth through strategic goal-setting, ongoing self-reflection, and professional growth in order to refine their knowledge about the content and pedagogy. A goal setting process is used to identify areas of professional growth and also address the needs of the students and school community.


Standards Basis:

Standards Basis: 5D, 6A, 6B

Possible Sources of Evidence:

  • Goal-Setting and Professional Development Plan (GSPD)
  • Conferences and Conversations with the Teacher, Including the End-of-Year Conference
  • Analysis of Student Data

  • T-TESS Alignment to Practice

  • Key Questions

Distinguished

  • Consistently sets, modifies and meets short- and long-term professional goals based on self-assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.
  • Implements substantial changes in practice resulting in significant improvement in student performance.

Accomplished

  • Sets some short- and long-term professional goals based on self assessment, reflection, peer and supervisor feedback, contemporary research and analysis of student learning.
  • Meets all professional goals resulting in improvement in practice and student performance.

Developing

  • Sets short-term goals based on self-assessment.
  • Meets most professional goals resulting in some visible changes in practice.

Improvement Needed

  • Sets low or ambiguous goals unrelated to student needs or self-assessment.
  • Meets few professional goals and persists in instructional practices that remain substantially unimproved over time.
Student-Centered Actions
Teacher-Center Actions