Professional Practices & Responsibilities: 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:
Possible Sources of EvidencePossible 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
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T-TESS Alignment to Practice
- Teachers self-reflect on teaching practices to improve their instructional effectiveness and engage in continuous professional learning and application.
- Teachers engage in self-reflection as individuals, with team members, and as a school community where they use this information to develop action plans for improvement.
- Teachers establish learning targets and professional goals to stay current in the field, strengthen their instructional effectiveness and better meet students’ needs.
- Teachers collaborate with their colleagues to identify similar learning needs and joint professional development options.
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Key Questions
- What supports are available for teachers to engage in ongoing self-reflection, goal setting and subsequent follow-through with professional development?
- How do teachers and other colleagues support one another with the goal setting process, particularly as it relates to the T-TESS domains, dimensions and descriptors?
- How are self-reflection and goals used to refine practices and the impact on student performance?
- How is time structured for teachers to formatively review their goals and progress towards these goals?
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
Proficient
- Sets short- and long-term professional goals based on self-assessment, reflection and supervisor feedback.
- 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
