Explain: Slide 17 as a comprehensive self-assessment leads directly into the identification of targeted, “Just relevant student learning and professional practice goals, the goals themselves become the foundation for your Educator Plan. We are now going to take it forward by developing an Educator Plan that details the action steps needed to accomplish each goal and identifies measureable benchmarks to gauge progress.” Explain: Slide 18 the Educator Plan is a much simpler process when the goals are clear. In “Developing fact, the Educator Plan should comprised key action steps and benchmarks to determine progress toward the goals. key action steps and benchmarks to a S.M.A.R.T. goal in order to track and “Adding measure progress is what we mean by making a goal S.M.A.R.T.er. Key action steps should be tightly linked to realistic attainment of the goal, and benchmarks should be identified to track progress (process benchmarks) and results (outcome benchmarks).” Explain: Slide 19 action steps, needed supports, and benchmarks can be documented on the “These Educator Plan Form located within Part II: School-Level Planning and Implementation Guide, or a similar organizing tool. Explain: Slide 20 an example, take the professional practice goal from our earlier “As let’s principal’s activity. Here it is, fully developed into a S.M.A.R.T. will manage my time more goal: ‘I effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.’ this goal, what actions will the principal need to take in order to achieve that goal? “Given Take a few minutes to read this proposed plan to support her professional principal’s practice goal. There is a reproduction of this slide in your packet in Handout 3.” Give participants a minute or so to read through the example.
Explain: “Just as a comprehensive self-assessment leads directly into the identification of targeted, relevant student learning and professional practice goals, the goals themselves become the foundation for your Educator Plan. We are now going to take it forward by developing an Educator Plan that details the action steps needed to accomplish each goal and identifies measureable benchmarks to gauge progress.” Slide 17 Explain: “Developing the Educator Plan is a much simpler process when the goals are clear. In fact, the Educator Plan should comprised key action steps and benchmarks to determine progress toward the goals. “Adding key action steps and benchmarks to a S.M.A.R.T. goal in order to track and measure progress is what we mean by making a goal S.M.A.R.T.er. Key action steps should be tightly linked to realistic attainment of the goal, and benchmarks should be identified to track progress (process benchmarks) and results (outcome benchmarks).” Slide 18 Explain: “These action steps, needed supports, and benchmarks can be documented on the Educator Plan Form located within Part II: School-Level Planning and Implementation Guide, or a similar organizing tool. Slide 19 Explain: “As an example, let’s take the principal’s professional practice goal from our earlier activity. Here it is, fully developed into a S.M.A.R.T. goal: ‘I will manage my time more effectively in order to increase the frequency and impact of classroom observations by learning how to do 10-minute observations with feedback, and by the start of the second semester, conducting eight visits per week, on average, that an increasing percentage of teachers report are useful.’ “Given this goal, what actions will the principal need to take in order to achieve that goal? Take a few minutes to read this principal’s proposed plan to support her professional practice goal. There is a reproduction of this slide in your packet in Handout 3.” Give participants a minute or so to read through the example. Slide 20