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teachers really utilizing our department curriculum, teachers following through with goals and action steps they have committed to while also keeping up with demands from their admin.

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Setting goals with teachers is very easy. They inherently know where they need to improve for personal growth. This year my struggle has been with CIC's. They come in behind me and undo what the teacher and I have put in place. For example, one of my teachers were working on using each of the components of balanced literacy. After learning how to implement the word study routines, the CIC told the teacher not to use them because they were for interventions.

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Sometimes it's difficult to come back to see consistent implementation before closing the goal. Meanwhile other potential goals come up. Seems more realistic to have more than one goal open at the same time if they don't overlap.

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Teachers want to use the curriculum, but getting push back from leadership. They are being pushed to create lesson plans based on weekly and common assessments instead of following the curriculum.  So, trying to complete goals already in place or creating new goals is difficult at this time compared to the Fall semester. Many of my goals with teachers are moving towards small group instruction in order to address the goals of the department and help with struggling TEKS that the teachers need to reteach based on the weekly and common assessments.

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1. Addressing issues that go against the pre-k guidelines (worksheets, drill & kill, etc.)
2. Reluctant teachers but finding more success focusing on T's on the campus that are ready to grow and letting others see their successes!

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Many teachers in K-2 are expected to create weekly assessments on specific comprehension TEKS. These TEKS have to be connected to DOL's, then they meet with administrators weekly in PLC's to determine why students didn't master, upload data to Performance Matters, decide how to reteach and reassess the next week. They want to follow the curriculum and balanced literacy, but do not know how all of the "additional assessment" is connected to the curriculum or student learning!  Setting goals is not the difficult part.  Follow through and implementation of curriculum is difficult with additional demands.

# data[].attributes.subject
Many teachers in K-2 are expected to create weekly assessments on specific comprehension TEKS. These TEKS have to be connected to DOL's, then they meet with administrators weekly in PLC's to determine why students didn't master, upload data to Performance Matters, decide how to reteach and reassess the next week. They want to follow the curriculum and balanced literacy, but do not know how all of the "additional assessment" is connected to the curriculum or student learning!  Setting goals is not the difficult part.  Follow through and implementation of curriculum is difficult with additional demands.

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Though I have set goals and modeled the components of balanced literacy, I do not see it implemented.

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I have found that it can be difficult to help move my teachers out of their comfort zone when goal setting. They sometimes want to stay in the content area they excel in versus growing in an area in which they are not as familiar. 

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I have found that it can be difficult to help move my teachers out of their comfort zone when goal setting. They sometimes want to stay in the content area they excel in versus growing in an area in which they are not as familiar. 

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I find that a goal that I am struggling with teachers is addressing curriculum and small group implementation

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I find that a goal that I am struggling with teachers is addressing curriculum and small group implementation

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Goal setting is a no hassle task... Staying focused on the actions necessary to complete said goals is the issue... The goals suggested by the Specialist seem to fall low on the totem pole, in comparison to those set by the evaluator.  It only takes a few seconds for them to be bumped by the things that determine job security.

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The teachers that I work with are open to goal setting. I started to have them goal set for IStation monthly. The issue that I am finding now is the follow up due to extra meetings they have and extra expectations set on them during this time. Thankfully I have teachers that will meet after school.

# data[].attributes.subject
The teachers that I work with are open to goal setting. I started to have them goal set for IStation monthly. The issue that I am finding now is the follow up due to extra meetings they have and extra expectations set on them during this time. Thankfully I have teachers that will meet after school.

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Teachers diligently working and taking the action steps set toward the goal is a challenge.

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Difficulty in setting goals that address the curriculum and then interventions in small groups

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The willingness and commitment of teachers to work as a partnership.

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Student autonomy and leadership.  Teachers are doing all the work instead of allowing students to take the lead.

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agreed steps.

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Goal setting is quite easy to do with the teachers. Follow through and commitment to excellence by the teachers to achieve the goal is the problem.

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I had difficulty to be consistent and continue the same goal week by week. It seems that teachers needs change too quick.

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Teachers utilizing the Open-ended questions during read-alouds or anytime the opportunity arises. Be intentional with Open-ended questions.

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Difficult Goals to Set with Teacher
* Following the Unite, Calm, Connect, Commit (Morning Meeting)
* Using FS Strategy cards
* Implementing Content Connection and Closing Circle (teachers are spending too much time/focus on rest time, snack time, RR, and dismissal routines rather than on providing more learning opportunities through science and math and summarizing the day).