• IV-A-2: Goal Setting
    Unsatisfactory
    Needs Improvement
    Proficient
    Exemplary
    Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach. Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student learning data. Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data. Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student learning data. Is able to model this element.
    Coming Soon
    What instructional practices should be observed? What student impacts should be expected?
    For TEACHERS this may look like.

    1. Teacher proposes goals that are not challenging and/or do not state criteria for goal attainment.

    1. Teacher proposes goals that are often either not challenging and/or do not state explicit criteria for goal attainment.

    1. Teacher proposes clearly written goals that are challenging, reasonable, and state explicit criteria for goal attainment.

    1. Teacher proposes clearly written goals that are challenging, reasonable, and state explicit, observable criteria for goal attainment.

    1. Teacher proposes goals that are difficult to assess within the duration of an evaluation cycle.

    1. Teacher proposes goals that may be assessed, but only at the end of an evaluation cycle.

    1. Teacher proposes goals that can be easily monitored throughout the duration of an evaluation cycle.

    1. Teacher proposes goals that can be easily monitored throughout the duration of an evaluation cycle.

    1. Teacher proposes goals that show no ties to teacher's identified areas for growth, self-assessment, previous evaluation, or schoolwide priorities.

    1. Teacher proposes goals that are loosely tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.

    1. Teacher proposes goals that are tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.

    1. Teacher proposes goals that are closely tied to teacher's identified areas for growth, previous evaluation, or schoolwide priorities.

    1. Teacher proposes professional practice goals that are unlikely to promote attainment of student learning goals.

    1. Teacher proposes professional practice goals that will partially promote attainment of student learning goals.

    1. Teacher proposes professional practice goals that are likely to promote attainment of student learning goals.

    1. Teacher proposes professional practice goals that are highly likely to promote attainment of student learning goals.

    1. Teacher proposes student learning goals that show no ties to student learning data.

    1. Teacher proposes student learning goals that are loosely tied to student learning data, and will partially support student academic achievement.

    1. Teacher proposes goals that are tied to student learning data and will significantly impact academic achievement.

    1. Teacher proposes goals that are tied to student learning data, and significantly impact sustained academic achievement.
    Coming Soon
    Coming Soon
    Resource Name Description Type
    new! ODA Panorama and MTSS Website Google slides for Understanding and Navigating Panorama Student Success within MTSS framework. BPS Website
    Do you have a resource that you want to recommend for this element? Email us at eval@bostonpublicschools.org with the subject line "Interactive Rubric Resource Recommendation" in the email