- Student Learning Beginning Score Student Gain Score Goal-Setting Process Principals are responsible for setting professional growth goals that are tied directly to school improvement and improved student academic progress and/or to the school’s strategic plans that are developed and updated regularly. The number of goals set should not be so numerous that there are too many goals to reach; therefore, diminishing the resources and focus brought to reaching each goal. The evaluator and the principal meet to discuss the baseline data and review the annual goals. New goals are identified each year. The goal should be customized for the particular school and its particular student population. The principal’s and school goals should be aligned with division goals and the school improvement process. In fact, a strong school improvement process is synonymous to the goal setting process. The Student Academic on the following pages may be used for developing and assessing Progress Goal-Setting Form each annual goal. Goals should be measured at the beginning of the year, at midyear, and at the end of the year to determine the difference. In addition, there should be annual reporting and updates on annual goals and targets. Goal setting involves several steps, beginning with knowing where students as a whole are in relation to what is expected of them. Then, principals can set specific, measurable goals based on both the demands of the curriculum and the needs of the students. The next part of the process is recursive in that the principal creates and implements strategies and monitors progress, and then makes adjustments to the strategies, as needed. Finally, a summative judgment is made regarding goal attainment over a specific period of time. Figure 4.3 depicts these steps. Figure 4.3: Goal-Setting Process Examples of Measures of Student Academic Progress To be able to measure goal attainment, principals must identify valid measures of student academic progress appropriate to their school settings. Below are suggested focus areas for goal setting (not intended as an exhaustive list and each school division/school should determine valid measures that are appropriate for each unique school setting) that provide measures of student academic progress that focus on school improvement: Possible Examples of Measures Pattern of improvement in SOL assessment pass Pattern of improvement in subgroup achievement on SOL assessments Pattern of improvement across grade levels on SOL assessments Decrease in achievement gaps between and among subgroups on SOL assessments
- Student Learning Beginning Score Student Gain Score Goal-Setting Process Principals are responsible for setting professional growth goals that are tied directly to school improvement and improved student academic progress and/or to the school’s strategic plans that are developed and updated regularly. The number of goals set should not be so numerous that there are too many goals to reach; therefore, diminishing the resources and focus brought to reaching each goal. The evaluator and the principal meet to discuss the baseline data and review the annual goals. New goals are identified each year. The goal should be customized for the particular school and its particular student population. The principal’s and school goals should be aligned with division goals and the school improvement process. In fact, a strong school improvement process is synonymous to the goal setting process. The Student Academic Progress Goal-Setting Form on the following pages may be used for developing and assessing each annual goal. Goals should be measured at the beginning of the year, at midyear, and at the end of the year to determine the difference. In addition, there should be annual reporting and updates on annual goals and targets. Goal setting involves several steps, beginning with knowing where students as a whole are in relation to what is expected of them. Then, principals can set specific, measurable goals based on both the demands of the curriculum and the needs of the students. The next part of the process is recursive in that the principal creates and implements strategies and monitors progress, and then makes adjustments to the strategies, as needed. Finally, a summative judgment is made regarding goal attainment over a specific period of time. Figure 4.3 depicts these steps. Figure 4.3: Goal-Setting Process Examples of Measures of Student Academic Progress To be able to measure goal attainment, principals must identify valid measures of student academic progress appropriate to their school settings. Below are suggested focus areas for goal setting (not intended as an exhaustive list and each school division/school should determine valid measures that are appropriate for each unique school setting) that provide measures of student academic progress that focus on school improvement: Possible Examples of Measures Pattern of improvement in SOL assessment pass Pattern of improvement in subgroup achievement on SOL assessments Pattern of improvement across grade levels on SOL assessments Decrease in achievement gaps between and among subgroups on SOL assessments
part_4_connect_prin_perf_student_academic_progress.docx