So, in Kentucky we are piloting PGES – Professional Growth and Effectiveness System. Component are based on the Danielson Framework for Teaching. I, personally believe it is an opportunity for major impact on student learning…

Back in the fall these are 2 goals I wrote for my classroom… Wondering what feedback anyone could offer (please and thank you). Do these follow the SMART goal format? What adjustments do I need to make?

I completely understand these should have been revised earlier in the year but it’s been a learning process for me.

Goal 1: Student Growth

Student Growth

My goal is for all Algebra 2 Learners and will be measured using Discovery Education Benchmarking Assessments.

My goal is for all students to improve their overall score by 15% on the next Discovery Education Benchmark assessment. If this is accomplished, 90% of my students would move up at least one proficiency level. This is an achievable goal considering an average of 8% will move the class averages up one proficiency level.

Looking over commonly missed questions, I found there were gaps in the areas of Quantity and Functions for my students. I plan to address these by:

• Using resources like Estimation180, 101 Questions, Visual Patterns as bell ringers for class discussions to build learner confidence and numeracy reasoning.

• Our most current unit is an Overview of Functions – through interactive, engaging instructional activities, learners will have an opportunity to talk about and discuss things they notice about different types of functions. This will allow for conceptual development of learning targets. Intentional formative assessments will allow me to adjust my plans daily.

Goal 2: Professional Growth…

The Classroom Environment

I want to provide more meaningful problem solving opportunities for students to engage in discussion with their peers through activities that highlight and allow for students actively use the 8 Standards of Mathematical Practices.

3 goals for my administration/ peer observations:

Better questioning to draw out student ideas / strategies;

Provide quality tasks and structure the class time in a way that allows ALL students to be engaged in learning and discussion.

Develop a better culture of listening by lessening the amount of times I repeat what a student says – encouraging students to listen closely as their peers are talking.

I will read Powerful Problem Solving by Max Ray and participate in an online chat – then implement strategies discussed, reflecting, adjusting and sharing either through chat or blogging.

I will use suggestions from 5 Practices for Orchestrating Productive Mathematical Discussions by Smith & Stein to plan learning sequences that will impact student engagement and learning.