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Goal buckets specific to MLL programming

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Goal buckets specific to MLL programming

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1. Re: # of seal of biliteracy candidates and # of seals given 2. Goals re: the #of LTEL exits 3. Re: # of exits for MLLS based on ACCESS tests ( other school/school wide supports)

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ANET Goals based on high leverage on specific standards % at or above strong score/benchmark

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Should include "best practices" for all learners
being that all classrooms contain exceptional learners there should be a posted schedule and to put in the most general terms ( visuals and pieces of your teaching that engage the many multiple intelligences ) This enables ALL students to feel successful

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We often reward practices that lead to burnout. Is there a way to reward practices that lead to the opposite?

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is there a number of goals each teacher must pick? should they pick goals in different buckets or can they be in the same one?

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We do a lot of "socio emotional" development with our kids. Could that also be a bucket for teachers?

[5:43 PM] Ashley Wiegner

Lindsey Gish that is a great question. I do have a question about how we acknowdge grwoth & development across individual's careers but no plan to put something like "master teacher" back into place at this time

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I am curious what student achievement looks like for electives teachers with teacher created assessments. I feel like in the past electives classes were made to look like a math class in terms of what assessment data looked like, ie summatives, mastery check data, formatives, etc.

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How can we make quality teaching practices sustainable YOY or even week to week.

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I would like the opportunity of choosing an optional professional goal based on my classroom needs

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- Ensure a focus on social emotional component - maybe a bucket?
-Prioritize sustainability
-Clarify that this current model is not tied to compensation
-Ensure that vague or cliché wording is avoided k(ex: "Professionalism"* need to discuss this further and flesh out what criteria here would look like)
-What are outcomes of this model? What is the point of this? Name that for teachers - working to drive development.
----increasing agency or development opportunities? pathways?
-questions around calibration: defining 'what is rigor? what is professionalism? etc.
-think through what it means for levels - does everyone start at square 1? How does this land with those who had experience with TCP.
-Suggestion to host a working group with coaches to get their input and read here.

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What is going to get teachers invested in this goal setting process? For the 20% of people (myself included) who aren't "goal setters," what is going to get my bought into this system?

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-Find a way to tie in team impact - campus-goals?
-Equity feels like an essential goal/component
-need to be very careful about the TE rubric; especially because it can feel un-motivating when not carefully executed
-Degree of autonomy: maybe you have full autonomy over one of your goals but maybe you have a goal tied to a campus goal - for example, if your school has a goal around MLL, you would align.
----Need to make sure that school goals are relevant, especially if teachers would be aligning.
-Need clarity on what it means when you do or do not meet your goals.
---what does this mean in a single year, but even more so what does it mean over time?
-How to maintain importance of the goal - need to know how this will play out over time. (questions over maintaining motivation and investment by teachers). Also need to understand if/how P&E is tied to compensation.
-What would feel rewarding, especially for teachers tenured in their career - what feels motivating? monetary compensation? Any things that would feel rewarding outside of monetary compensation?
-A bonus for meeting goals could feel really good - give you something to shoot for with a nugget at the end of the year for achieving.
-----what about campus-based rewards?
-How do we leverage the 15-ish year plus teachers to benefit from their expertise?
----Time is another resource to be leveraged.
-other rewards ie: PTO?