ES Professional Goals

Policy

The exercise of writing ES professional goals yearly is to challenge Education Specialists to focus on improving individual areas they feel they need to make improvements in order to better serve our students and our families. The school also selects some school-wide training goals that we feel will benefit all ESs as they make yearly progress towards the CA Teacher Standards. ESs should gear their professional growth hours for each school year towards areas that help them accomplish their ES Professional Goals.

In California, it is the responsibility of the school/district in which the credentialed teacher is employed to monitor each teacher’s professional growth, which includes progress towards their ES yearly selected goals.

Requirement

· The first year of employment, each new ES focuses individually on school training by working through the phases of ES training.

· Each year after that, ESs write individual professional goals they wish to work toward, taken from the California Professional Teacher Standards.

· The ES is responsible to communicate at least twice a year with their ES Advisor on their professional growth goals and plan.

Process

· The ES Paperwork Timetable includes a yearly due date for writing your ES professional goals for the following school year. A reminder will also be posted in the ES Agenda each year prior to the due date.

· ESs should have at least 2 goals but may have more if they desire or if assigned by their ES Advisor.

· One of the 2 goals must be one from “Developing as a Professional”.

Procedure

· Identify the areas of professional growth in which you would like to make progress for the next school year.

· Enter your goals in ES WEBfiles, View/ES Detail/OG/SS Professional Growth Goals tab before the yearly stated deadline.

§ Start by entering/selecting the year the goals are for. For example, the 2008/09 school year should have goals identified for school year “2009”.

§ Select your teacher standards first by using the drop down boxes, starting with the “Goal” first, then choose your “Sub Goal”.

§ Next write specific ways you plan to meet your goals in the white notes box under your selected goal. Identify specifically how you plan on reaching your goal.

· Your ES Advisor will view the goals which you have selected/written and approves/ makes recommendations as necessary.

· Twice a year, according to dates listed on the ES Paperwork Timetable and/or an ES Agenda, ESs will enter a progress report in the white notes box under the stated goal to identify progress they have made for each professional goal during that school year. Use the Progress Report format below to enter your progress under the correct goal.

· Final yearly progress will become a part of the ES Evaluation.

· Goals are available for viewing at any time by first selecting the year of the goals you wish to use on the ES WEBfiles, View/ES Detail/OG/SS Professional Growth Goals tab.

Progress Report Format

Please enter your Progress Report information into the ES WEBfiles, View/ES Detail/OG/SS Professional Growth Goals tab, write notes section under the appropriate goal using this specific format:

PROGRESS REPORT

6/10/08: I have …..

8/20/08:

1) I attended a Webex…

2) Most of the …

10/20/08: I gave

Sample Goals for one ES for one year with an initial Progress Report completed

Goal: Developing as a Professional

Sub goal: Balancing professional responsibilities and maintaining motivation.

Notes: As a new ES, I want to become more familiar with the ES Resources on the school website. I also want to learn more about all of the options in ES Webfiles. My goal is to become proficient with both of these applications, in order to better serve my students and families.

PROGRESS REPORT

9/18/08: I attended a Webex training on transcript coding. I have used what I learned with all three of my high school students. Their transcripts are now accurately coded, subcoded and up to date.

10/6/08: I attended a WebEx training on the technical aspects of Microsoft Office and F.R.E.D. I learned many valuable tips and shortcuts that I will use throughout the year, in order to stay organized.

Goal: Effective Environment

Sub goal: Planning and implementing classroom procedures and routines that support student

Notes: As a new ES, I want to find the right balance with each of my families. My goal is to provide my students with the support they need to become motivated and engaged with their learning. I will work on developing templates for my students to use in order to track their learning.

PROGRESS REPORT

8/21/08: I sent out several templates to my families. I created organizational templates that I thought would benefit my individual families. Some of my families use the templates regularly and others prefer to use their own methods for organizing their child's work.

Goal: Organizing Subject matter

Sub goal: Demonstrating Knowledge of subject matter content and student development

Notes: My goal is to build my understanding of student development and learning styles to assist parents/students in choosing and using curriculum best suited to their learning styles. (Specific Goal written in box)

PROGRESS REPORT

7/10/08: I have heard about the Kaleidoscope Profile but knew it was not possible to purchase one at a time. I used discretionary funds to purchase learning styles inventory for each of my students.

8/20/08:

1) I have been reading about the different learning styles from Performance Learning System’s resources. I have also read information from the different learning styles links on the school website.

2) Most of the families I work with are homeschooling families, with the mother actively involved in their children’s education. I have visited a variety of homeschooling websites and read a variety of books to assist me in learning more about what it is like for the mother to work with multiple grade levels a the same time, as well as to see what curriculum is being recommended.

8/30/08: I gave the Kaleidoscope Profile to 4 of my students and their mother’s. It was interesting to see how different they all are. After reading the information I had read over the summer, I was more prepared to discuss what the different categories meant in relation to how those students learned.