Goal Setting Template for Teaching Staff

All staff will be taking part in goal setting and professional management evaluations. This template will assist you with both
your goal setting and progress.
Before you initial meeting please create the following folder in OneDrive and name it (yourname performance management
23-24). Place a saved version of this document in the folder. Name it “Goal setting for name”.

Select the folder and click on the … at the end of the file. Select “Move to” and then move the folder to the sharepoint.
Once you have created the folder you need to read through the rest of this document and follow the instructions.

Meeting 1
Appraisee:
Please set 3-4 goals. A minimum of two should be Professional Goals and are directly related to the Strategic Improvement Plan (SIP)
and/or feedback from lesson observations. You are also requested to set a minimum of one Personal Development Goal, which should
be related to how you want to develop as a professional. Colleagues with positions of responsibility should complete an additional
goal linked to their leadership. In addition to completing the form below, each member of staff needs to complete the Communication
and Professional Responsibilities survey in the first and third meeting.
There should be three meetings per year. One during the first term to agree goals. A second follow up meeting during the second
term to monitor progress. During the third term, a final meeting will take place to consider success and next year’s goals.
Professional Goal –
Key Issue: Literacy Targets (Delete as appropriate)
English – 75% of students will meet their growth target on MAP testing
Arabic – All students will make
All other subjects – All Students will show demonstratable progress on academic/subject language through command words, assessments and
learning environment. This can be evidenced numerically or anecdotally.
How will it be done? (Description of goal &/or what needs doing)

Success Criteria (Specific, measurable, attainable, relevant and time-scaled)

Actions By who? When?

Professional Goal –
Key Issue: Behavior

How will it be done? (Description of goal &/or what needs doing)

Success Criteria (Specific, measurable, attainable, relevant and time-scaled)

Actions By who? When?

Personal Goal
Key Issue:

How will it be done?

Success Criteria (Specific, measurable, attainable, relevant and time-scaled)

Actions By who? When?

The Appraiser and Appraisee complete the survey on Communication skills and Professional Responsibilities for all members
of staff
Communication and Professional Responsibilities Survey
Communicates effectively with students, parents, staff, and administrators. This includes, but is not limited to, consistently posting updated and organized
work/assignments on the Portal for students. Recognizes and celebrates the accomplishments of students. Collaborates with colleagues to professionally grow
and improve student learning. Fosters caring, respectful relationships with students.
Outstanding Good Developing Not Developed
Adapts and creates new consistently and efficiently Demonstrates some examples of Strategy was called for but not exhibited
strategies for unique uses strategy. strategy being correctly used.
student needs and Could be used more frequently or
situations. Willingly and with greater efficiency
eagerly shares techniques
with colleagues
Families The teacher communicates The teacher provides The teacher makes sporadic The teacher provides little to no information
communicating with frequently with families in a frequent and appropriate attempts to communicate with about the instructional program to families;
teachers culturally sensitive manner, information to families families about the instructional the teacher’s communication about
with students contributing about the instructional program and about the progress students’ progress is minimal. The teacher
to the communication. The program and conveys of individual students. Uses only does not respond, or responds insensitively,
teacher responds to family information about the official reporting period to tell to parental concerns.
concerns with professional individual student progress parents the areas in which their
and cultural sensitivity. through the Portal, children can improve
Shows each parent an in- meetings and/or phone
depth knowledge of their calls. Shows the parents a
child and a strong belief he genuine interest and belief
or she will meet or exceed in each child’s ability to
content standard. reach content standards.

Recognizing Growth The teacher adapts and
creates new strategies for
unique student needs and
situations.
Posting online Promptly posts
Provides students with Provides students with When the strategy is called for the teacher
recognition of their current recognition of their current status does not use it, or the teacher uses strategy
status and their knowledge and their knowledge gain relative incorrectly or with parts missing.
gain relative to the learning to the learning goal.
goal and monitors the
extent to which students
are motivated to enhance
their status.
Promptly posts Occasionally posts assignments/ Doesn’t post assignments/ resources /news
 assignments/ resources
/announcements and
deadlines online (on school
authorized platforms) and
has a well-organized,
inviting page that
encourages students and
parents to visit frequently.
Collaboration The teacher’s relationships
with colleagues are
characterized by mutual
support and cooperation,
with the teacher taking
initiative among the faculty
in promoting a culture of
professional inquiry.
Interaction with Teacher-student
students interactions reflect genuine
respect, caring, and cultural
understanding for
individuals as well as groups
of students.
assignments/ resources / resources / news online but the online OR page in not well organized.
news online and has a well- page is not well organized.
organized page.
The teacher’s relationships The teacher maintains cordial The teacher’s relationships with colleagues
with colleagues are relationships with colleagues to are negative or self-serving. The teacher
characterized by mutual fulfill duties that the school avoids participation in a professional culture
support and cooperation; requires. The teacher participates of inquiry, resisting opportunities to
the teacher actively in the school’s culture of become involved.
participates in a culture of professional inquiry when invited
professional inquiry. to do so.
Demonstrates general Demonstrates general caring and Teacher interactions, with at least some
caring and respect. respect. Interactions are students, are inappropriate to the age or
Interactions are appropriate appropriate to the ages and culture of the students.
to the ages and cultures of cultures of the students.
the students.

Professional Responsibilities Evaluation

Reflects on their own teaching and apply (applies) insights to improve their effectiveness. Has excellent punctuality and attendance. Performs all
duties and assignments, attends all meetings and provides the additional academic support students need to be successful in the class.
Demonstrates professional demeaner and contributes to the overall mission of the school. Actively participates in required extra-curricular
duties. Aware of and follows school policies, rules and procedures. Achieves the KPIs and responsibilities set out in the job description.
Outstanding Good Developing Not Developed
Adapts and creates new consistently and efficiently Demonstrates some examples of Strategy was called for but not
strategies for unique student uses strategy. strategy being correctly used. Could exhibited
needs and situations. Willingly be used more frequently or with
and eagerly shares techniques greater efficiency
with colleagues
Reflecting on Enhances professional efficacy Identifies his/her professional Engages in reflective practice Displays continual reluctance to reflect
teaching. of self and staff by modeling strengths and weaknesses by through active listening, observing, about his/her professional efficacy.
 reflective practice through engaging in reflective practice and questioning. The teacher has a The teacher does not know whether a
active listening, observing, on his/her own work through generally accurate impression of a lesson was effective or achieved its
finding capacities, questioning, active listening, observing, lesson’s effectiveness and the instructional outcomes, or the teacher
and sharing multiple questioning, sharing multiple extent to which instructional profoundly misjudges the success of a
perspectives, and hypothesis perspectives, and hypothesis outcomes were met. lesson. The teacher has no suggestions
testing. The teacher makes a testing. The teacher makes an for how a lesson could be improved.
thoughtful and accurate accurate assessment of a
assessment of a lessons and lesson’s effectiveness and the
unit’s effectiveness and the extent to which it achieved its
extent to which it achieved its instructional outcomes and
instructional outcomes, citing can cite general references to
many specific examples from support the judgment.
the lesson and weighing the
relative strengths of each.
Maintaining The teacher’s system for The teacher’s system for The teacher’s system for The teacher’s system for maintaining
accurate records. maintaining information on maintaining information on maintaining information on student information on student completion of
student completion of student completion of completion of assignments and assignments and student progress in
assignments, student progress assignments, student progress student progress in learning is learning is non-existent or in disarray.
in learning, diagnostic, in learning, diagnostic, rudimentary and only partially The teacher’s records for
formative and summative data formative and summative effective. The teacher’s records for noninstructional activities are in
for the purpose of analysis. data for the purpose of non-instructional activities are disarray, the result being errors and
Students contribute information analysis. adequate but inefficient and, unless confusion.
and participate in maintaining given frequent oversight by the
the records. teacher, prone to errors.
Attendance Has perfect attendance and is Has outstanding attendance Has moderate absences and/or Has many absences and/or frequently
always in their classroom at and is rarely tardy to class sometimes comes in tardy to class. tardy to lessons.
least five minutes before the
lesson starts.
Deadlines/Duties Consistently carries out all Is punctual and reliable with Occasionally misses or is late to Regularly misses or is late to duties or
paperwork, duties and all paperwork, duties, and duties or assignments AND/OR • assignments AND/OR • makes errors
assignments conscientiously and assignments; keeps accurate makes errors in records AND/OR • in records AND/OR • misses
punctually, keeps meticulous records. misses paperwork deadlines paperwork deadlines
records, and is never late for
due dates AND/OR offers to
take on extra assignments or
duties.
Substitution. In addition to never refusing In addition to never refusing One 1 or 2 occasions has On more than two occasions has been
 substitution, offers to take on substitution, offers to take on complained about accepting reluctant to accept substitution
numerous additional lessons a few additional lessons substitution duties for no valid lessons for no valid reason.
reason.
Attending meetings Does not miss any expected On a very rare occasion will Occasionally misses meetings Regularly misses expected meetings
and solution-based meetings and maintains a miss meetings with without pre-approved excuses. On without reason. Quick to come with
approach to solution focused approach permission. Generally, makes occasion, is quick to come with criticisms without suggesting
discussions during discussions positive contributions to criticisms without suggesting solutions.
discussions solutions.
Student support. Regularly initiates opportunities Consistently offers set Is not consistent in providing Does not provide additional requested
and offers a variety of options schedule of times for students requested or required academic or required academic support to
for students to receive academic to receive requested or support for students outside of the students outside of class time
support outside of class time. required academic support class time.
outside of class time.
Extra Actively and creatively Actively participates in more Does take on expected number of Does not take on any expected
participation participates in the expansion or than the expected number of extra-curricular duties. extracurricular duties
development of extra-curricular extra-curricular duties.
clubs, activities or events.
Adherence to Actively engages in developing Is aware of school policies, Is aware but does not adhere to all Makes little to no attempt to know
policy. and improving school policies, rules, and procedures and policies, rules and procedures. and apply policies, rules, and
rules, and procedures. adheres to them. procedures.

Achieving job Regularly initiates opportunities Achieves current KPI’s Working to achieve current KPI’s Makes little to no attempt to achieve
description KPI. to develop targets and KPI’s but have not met them all. current KPI’s.

Date and signature Appraisee (Term 1): Date and signature Appraiser (Term 1):

Meeting (Term 2)
Appraisee should consider before the meeting or within one day of completion of meeting if agreed upon by both Appraiser
and Appraisee

1. What progress is being made on completing each of the targets (one or two lines on each Goal will suffice)?

2. What evidence is there to support your comments above?

3. What support is required (if any)?

4. Other successes and challenges in your role?

5. How can we further improve learning opportunities for our students?

6. How can we make our school a better place to work?

7. Please review and comment on progress with the Communication and Professional Responsibilities survey.

Comment on progress (completed by Appraiser)

Date and signature Appraisee (Term 2): Date and signature Appraiser (Term 2):

Meeting (Term 3)
Appraisee completes

Has the goal been completed? (a couple lines on each target with specific reference to success criteria)

What evidence is there to support your judgments above?

What goals are you thinking of setting for next academic year?

General discussion of your personal strengths, areas for development and how the year has progressed for you.

Please complete the communication and professional responsibilities survey.

Comment on progress (completed by Appraiser with reference to each Professional, Personal Development Goal and
Leadership Goal (where applicable)

Date and signature Appraisee (Term 3): Date and signature Appraiser (Term 3):