Section I. Identification of Professional Growth Goals Using the MPES Circle Survey report and other evidence, the administrator should set Professional Growth Goals designed to support student achievement in consultation with his or her supervisor. Professional Growth Goals may be based on, but are not limited to, topics such as the following: Facilitating the development of a shared vision Modeling data-driven decision-making Increasing meaningful parental/family involvement Nurturing professional learning communities Leading professional learning for staff/district Promoting a positive school culture Goals Specific: Measurable: Relevant: Time-Bound: What is the When will you What are two How will you reason, measure and elements of measure and What actions purpose, or make a your quantify each are needed to benefit of determination professional goal to know accomplish accomplishing that you have practice that when it has each goal? each goal? met this goal? you wish to been How will each (All goals must goal help your be completed improve? accomplished? school? within the academic year.) Example Goal 1 Manage time Track percentage Create daily list Be able to spend Monitor progress more effectively of daily tasks of tasks to be more time in monthly until I completed completed and classrooms on consistently spend – Achieve 50% measure instruction and 30% of my time in minimum completion rate teacher support classrooms completion Example Goal 2 Increase student Track student Ensure new CTE Improve Monitor monthly students’ participation in participation rates students join college and career student student chapters in student-chapter student chapters readiness participation and of professional meetings take a final – organizations Increase by 20% average in the spring of the academic year Goals Specific: Measurable: Relevant: Time-Bound: What are two How will you What is the When will you elements of measure and reason, measure and What actions your quantify each purpose, or make a are needed to professional goal to know benefit of determination accomplish practice that when it has accomplishing that you have each goal? you wish to been each goal? met this goal? improve? accomplished? How will each (All goals must goal help your be completed school? within the academic year.)
Section I. Identification of Professional Growth Goals Using the MPES Circle Survey report and other evidence, the administrator should set Professional Growth Goals designed to support student achievement in consultation with his or her supervisor. Professional Growth Goals may be based on, but are not limited to, topics such as the following: Facilitating the development of a shared vision Modeling data-driven decision-making Increasing meaningful parental/family involvement Nurturing professional learning communities Leading professional learning for staff/district Promoting a positive school culture Goals Specific: What are two elements of your professional practice that you wish to improve? Measurable: How will you measure and quantify each goal to know when it has been accomplished? What actions are needed to accomplish each goal? Relevant: What is the reason, purpose, or benefit of accomplishing each goal? How will each goal help your school? Time-Bound: When will you measure and make a determination that you have met this goal? (All goals must be completed within the academic year.) Example Goal 1 Manage time more effectively Track percentage of daily tasks completed – Achieve 50% minimum completion Create daily list of tasks to be completed and measure completion rate Be able to spend more time in classrooms on instruction and teacher support Monitor progress monthly until I consistently spend 30% of my time in classrooms Example Goal 2 Increase student participation in student chapters of professional organizations Track student participation rates in student-chapter meetings – Increase by 20% Ensure new CTE students join student chapters Improve students’ college and career readiness Monitor monthly student participation and take a final average in the spring of the academic year Goals Specific: What are two elements of your professional practice that you wish to improve? Measurable: How will you measure and quantify each goal to know when it has been accomplished? What actions are needed to accomplish each goal? Relevant: What is the reason, purpose, or benefit of accomplishing each goal? How will each goal help your school? Time-Bound: When will you measure and make a determination that you have met this goal? (All goals must be completed within the academic year.)