5A Student Growth The teacher contributes to the overall success of the school and the academic growth of each student, regardless of demographics (e.g., socioeconomic status, ethnicity, gender, – disability, achievement). We know that teachers have a definite and powerful impact on student learning and academic performance. One approach to linking student growth to Student Growth Goal teacher performance involves building the capacity for teachers and their supervisors to interpret and use student data to set goals for student growth. The intent of monitoring Setting Results student growth is to make explicit the connection between teaching and learning, make instructional decisions based on student data, provide a tool for school improvement, increase Rigorous Student effectiveness of instruction through continuous professional growth, focus attention on student growth, and ultimately, increase student achievement. Growth Goals Ineffective Developing Accomplished Exemplary Student Growth Goal Setting Process The teacher demonstrates little or no The teacher demonstrates growth but does The teacher demonstrates growth that The teacher develops and implements Fidelity student growth over the course of an not meet the collaboratively established meets or exceeds the collaboratively programs or initiatives based on student Student Growth academic year. student growth goal. established student growth goal. data that targets the overall success of the Percentiles The teacher makes no attempt to establish The teacher makes little effort to set The teacher sets rigorous as a part of school. goals using the goal setting process. rigorous goals as a part of the goal setting the goal setting process. The teacher supports other staff in the The teacher does not complete the goal process. The teacher continuously monitors student setting of rigorous student growth goals. setting process. The teacher makes little effort to adjust progress, adjusting strategies as needed as The teacher supports other staff to adjust strategies throughout the school year as a a part of the goal setting process. strategies to achieve student growth goals. part of the goal setting process. Critical Attributes Student growth is limited. Student growth is made but goal is not met. Student growth is made and goal is met. In addition to the characteristics of No evidence of goal setting process. Student growth goal is not rigorous. Student growth goal is rigorous. “accomplished”: Little evidence of strategy modification.
5A – Student Growth Student Growth Goal Setting Results Rigorous Student Growth Goals Student Growth Goal Setting Process Fidelity Student Growth Percentiles The teacher contributes to the overall success of the school and the academic growth of each student, regardless of demographics (e.g., socioeconomic status, ethnicity, gender, disability, achievement). We know that teachers have a definite and powerful impact on student learning and academic performance. One approach to linking student growth to teacher performance involves building the capacity for teachers and their supervisors to interpret and use student data to set goals for student growth. The intent of monitoring student growth is to make explicit the connection between teaching and learning, make instructional decisions based on student data, provide a tool for school improvement, increase effectiveness of instruction through continuous professional growth, focus attention on student growth, and ultimately, increase student achievement. Ineffective Developing Accomplished Exemplary The teacher demonstrates little or no student growth over the course of an academic year. The teacher makes no attempt to establish goals using the goal setting process. The teacher does not complete the goal setting process. The teacher demonstrates growth but does not meet the collaboratively established student growth goal. The teacher makes little effort to set rigorous goals as a part of the goal setting process. The teacher makes little effort to adjust strategies throughout the school year as a part of the goal setting process. The teacher demonstrates growth that meets or exceeds the collaboratively established student growth goal. The teacher sets rigorous as a part of the goal setting process. The teacher continuously monitors student progress, adjusting strategies as needed as a part of the goal setting process. The teacher develops and implements programs or initiatives based on student data that targets the overall success of the school. The teacher supports other staff in the setting of rigorous student growth goals. The teacher supports other staff to adjust strategies to achieve student growth goals. Critical Attributes Student growth is limited. No evidence of goal setting process. Student growth is made but goal is not met. Student growth goal is not rigorous. Little evidence of strategy modification. Student growth is made and goal is met. Student growth goal is rigorous. In addition to the characteristics of “accomplished”:
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