Figure 2.9. Goal Setting Implementation Rubric Before Implementation Highly Effective Effective Developing Basic In addition to the Effective rating... We have We have a variety We have a limited We have few or Assessments assessments that of valid and number of valid and no valid and can assess student reliable reliable assessments reliable progress in both assessments that that measure student assessments that content AND skill measure student progress for each measure student application. progress for each progress for each teacher’s subject area. teacher’s subject teacher’s subject area. area. Alignment We have created Our assessments Our assessments are Our assessments assessments we align directly to mostly aligned with only marginally Technical believe to be valid the state standards the state standards align with the and reliable and and division and division state standards thoroughly aligned curriculum. curriculum. and division to the state curriculum. standards and division curriculum. Training Key staff members All necessary staff Key leadership Few personnel can serve as members have personnel have have attended the trainers for others attended training attended the training training on goal new to the process. on goal setting. on goal setting. setting. Personal Staff members have Staff members are Staff members have Staff members are Supports a clear way to organized into loosely organized not organized into express concerns collaborative themselves into collaborative and questions that groups to support collaborative groups groups. can be shared with one another to support one the staff overall through the another through the when necessary. process. goal-setting process. Structures Staff members have Staff members Staff members have Staff members do a forum to meet have the resources limited resources to not have the collectively to they need to engage in effective resources they discuss the process, engage in effective goal setting or need to engage in Organizational including goal setting, such access to curriculum effective goal questions, as common experts. setting. concerns, and planning times or successes. access to curriculum experts. Figure 2.10. Goal Setting Implementation Rubric During Implementation Highly Effective Effective Emerging Not Ready
Figure 2.9. Goal Setting Implementation Rubric Before Implementation Highly Effective In addition to the Effective rating... Effective Developing Basic Technical Assessments We have assessments that can assess student progress in both content AND skill application. We have a variety of valid and reliable assessments that measure student progress for each teacher’s subject area. We have a limited number of valid and reliable assessments that measure student progress for each teacher’s subject area. We have few or no valid and reliable assessments that measure student progress for each teacher’s subject area. Alignment We have created assessments we believe to be valid and reliable and thoroughly aligned to the state standards and division curriculum. Our assessments align directly to the state standards and division curriculum. Our assessments are mostly aligned with the state standards and division curriculum. Our assessments only marginally align with the state standards and division curriculum. Personal Training Key staff members can serve as trainers for others new to the process. All necessary staff members have attended training on goal setting. Key leadership personnel have attended the training on goal setting. Few personnel have attended the training on goal setting. Organizational Supports Staff members have a clear way to express concerns and questions that can be shared with the staff overall when necessary. Staff members are organized into collaborative groups to support one another through the process. Staff members have loosely organized themselves into collaborative groups to support one another through the goal-setting process. Staff members are not organized into collaborative groups. Structures Staff members have a forum to meet collectively to discuss the process, including questions, concerns, and successes. Staff members have the resources they need to engage in effective goal setting, such as common planning times or access to curriculum experts. Staff members have limited resources to engage in effective goal setting or access to curriculum experts. Staff members do not have the resources they need to engage in effective goal setting. Figure 2.10. Goal Setting Implementation Rubric During Implementation Highly Effective Effective Emerging Not Ready
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