Teacher Goal Setting and Professional Development Template


Teacher __Necole McKinley_________________ Teaching Assignment ____________________

Campus _________________________________ Initial Submission Date___________________
Appraiser ________________________________ Appraisal Year ___2018__________________

Initial Conference Date _________________ Appraiser Initials _______ Teacher Initials ________
Formative Review Date _________________ Appraiser Initials _______ Teacher Initials ________
Formative Review Date _________________ Appraiser Initials _______ Teacher Initials ________

The Professional Practices and Responsibilities Domain is rated after the end-of-year conference when
the appraiser and teacher meet to finalize the annual appraisal process.
Dimensions:
1. Professional Demeanor and Ethics
2. Goal Setting
3. Professional Development
4. School Community Involvement

Part I: Data Analysis and Goal Setting

Note: This section must be provided to the appraiser within six weeks from the day of completion of the
orientation (teachers new to T-TESS) or within six weeks from the first day of instruction (teachers
previously appraised with T-TESS)

1. Identify the data and processes used to assess students’ academic and developmental needs:

❑ Texas Academic Performance Report (TAPR)

❑ State student assessment data
❑ Curriculum-correlated assessment data
❑ Diagnostic assessment data and/or observations
❑ Teacher-designed assessments
❑ Other standardized assessment results
❑ Cumulative student performance/classroom data
❑ Other: ______________________________________________________________

2. Identify the data and processes used to assess your professional growth areas:





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 ❑ State student assessment data
❑ Formal evaluation results
❑ Walk-through feedback
❑ Supervisor, colleague and/or peer feedback
❑ Analysis of instructional planning and delivery practices and expertise
❑ Analysis of content knowledge and expertise
❑ Analysis of the learning environment practices and expertise
❑ Analysis of data-driven practices and expertise
❑ Other: ______________________________________________________________

Professional Goals:

Goal Actions Targeted Evidence of Goal

Completion Attainment
(What do you want to (How will you accomplish the
Date
achieve?) goal?) (How will you know your
(When do you goal has been met? How will
Dimension you know whether or not it
anticipate your
goal will be has impacted instruction and
(What is/are the correlating
dimension(s)?) met?) student achievement?)

Goal 1: I will improve my
lesson planning and the
delivery of my lessons to
provide lessons that
encourage higher order
thinking.
Dimension(s): Conferences
and conversations with the
teacher; formal
observations and
walkthroughs; classroom
artifacts; student growth
processes; analysis of
student data
—I will take more time to
plan lessons.
—I will work towards
developing higher order
thinking questions.
—I will confer with
colleagues on
6 weeks —Questions that
encourage all students to
engage in complex,
higher-order thinking and
problem solving.
—Regularly provides
opportunities for students
to use different types of
thinking (e.g., analytical,
practical, creative and
research-based).

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 Goal 2: I will improve my
ability to develop
assessments to better
analyze student progress to
makes needed lesson
adjustments.
Dimension(s):Conferences
and conversations with the
teacher; formal
observations and
walkthroughs; classroom
artifacts; student growth
processes; analysis of
student data
Goal 3: I will keep my
classroom organized and
efficient all school year. (I
usually start well and fall
apart at the end)
Dimension(s): Conferences
and conversations with the
teacher; formal
observations and
walkthroughs; classroom
artifacts; analysis of student
data
Goal 4:
Dimension(s):
Part II: Goal Reflection (See Goals in Part I.) This section is completed prior to the end-of-year
conference.
Goal 1
a. Identify the evidence of goal attainment/progress including the impact on student achievement.
! Teacher Goal Setting and Professional Development Template
© TEA 5/24/2016
—Monitor and track how
formative assessment
data informs learner
outcomes.
—Collaborate with team
members to develop and
gather feedback regarding
formative/summative
assessments.
—Compare assessment
results to determine the
accuracy of data.
—Stay on top of planning, one year
folders, and all paperwork.
—Ask for help if I become
overwhelmed. ( Students,
and parents are willing to
help with some small jobs
like collecting papers and
making copies so i can
focus on the big things.)
one semester —Utilizes input from
students in order to
monitor and adjust
instruction, activities and
pacing to respond to
differences in student
needs.
—Adjusts instruction and
activities to maintain
student engagement.
—Continually checks for
understanding through
purposeful questioning
and academic feedback.
—-The classroom will be
in the same condition as
when I started.
—-Students will be better
than when I when we
started.
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 b. Identify the professional development participation connections for this goal.
c. Describe how you used this goal and the professional development above to impact instruction
and student achievement.
d. What, if anything, would you have done differently? How will you extend this goal/learning?
Goal 2

a. Identify the evidence of goal attainment/progress, including the impact on student achievement.
b. Identify the professional development participation connections for this goal.
c. Describe how you used this goal and the professional development above to impact instruction
and student achievement.
d. What, if anything, would you have done differently? How will you extend this goal/learning?
Goal Setting and Professional Development Cycle of Continuous Improvement:
Be prepared to discuss target areas for continued professional growth and new goals for next year,
along with your professional development plan to support these new goals. In order to organize your
thoughts, you may use the area below.

Goal Actions
(What do you want to achieve?) (How will you accomplish the goal?)
Dimension
(What is/are the correlating dimension(s)?
Goal 1:

Dimension(s):
Goal 2:

Dimension(s):

End-of-Year Conference Date _________________

Appraiser’s Signature ____________________________________________________________
Teacher’s Signature _____________________________________________________________

! Teacher Goal Setting and Professional Development Template 


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