Goal Setting and Self Appraisal - Chelsea Hicks

	A	B	C	D	E
1	Goal Setting & Self Appraisal Template
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3	Goal Planning
4	Goal 1	I will actively monitor and develop my communication skills in order to be a more effective and compassionate leader.
5	Category	Communication
6	What will this look like: -Using active listening skills and appropriate body language that communicates to others that they have my full attention, especially when others approach me with questions -Eliminating distractions during conversations, especially technology -Redirecting conversations back to objective or focus in a positive and productive manner -Using paraphrasing to clarify understanding and pausing to collect thoughts How I will work towards this goal: -I will reflect regularly (aiming for once/week or once every other week) on my progress, what I think is working and specifically where I can improve or make changes -Actively seek feedback from others I work closely with and carefully consider areas to develop and how I might do this -Read texts focused on improving listening and communication skills -Apply what I'm learning in meetings, conversations, and sports team practices What resources will benefit this goal? -Texts: "Power Listening" by Bernard T. Ferrari and "Just Listen" by Mark Goulston -Journaling and/or self-reflections -PD related to developing leadership skills and/or communication How will I know if I have achieved my goal? One way I think I'll be able to gauge my success with this goal is if I'm able to better manage and engage in positive and productive conversations with others, especially those that I sometimes grow impatient with or find difficult to communicate with. From working on this goal, I ideally want to rework my default response to coworker interactions that, on occasion, I feel "interrupt" my time and be more available to others to offer support and guidance. In team meetings, I want to be productive and efficient, and still make others feel that they're valued and heard, and that their questions and concerns are being addressed in a caring way.
7	Goal 2	I will reflect on and revise my behavior management systems in the classroom to best serve the learning goals and needs of my students.
8	Category	Intentional
9	What will this look like: Usually I'm quite rigid about a variety of behavioral expectations in my classroom (sitting on the carpet, being on time, respectful listening behaviors, transitions, raising a silent hand, etc.). This has generally been beneficial for operating an orderly classroom and has resulted in positive learning outcomes for students. However, seemingly every school year there's a greater intensity and number of students I'm encountering that have significant challenges to following these norms that, in theory, we agree to, but are more honestly rules that come down from me. Entering my 8th year in education, I'm truly wondering, am I doing this right anymore? I want to take the time to carefully reflect on the behavior management systems I have in place and either: a) create structured, carefully planned opportunities to be more flexible in my expectations to better address individual needs or b) change how I communicate these expectations to students so they see the value of buying in. This goal is one I would appreciate your (JJJ) feedback on before deciding precisely which direction to focus on. I'm not sure if my expectations are in need of revision for this particular group of students, or if I should really be focusing on how I'm communicating and delivering these expectations to students in a way that generates greater buy-in. -reviewing my behavioral expectations and evaluate their need in the classroom by seriously asking "why is it important for kids to _____?" -providing more autonomy and flexibility for students to meet expectations -finding a way to be flexible and consistent (this seems particularly challenging) -communicating expectations and any changes to students -seeking input from students on revisions to consider How I will work towards this goal: -observing colleagues and discussing their behavioral management systems--what works and what doesn't -discussions with teachers from grade 2 on what worked well for their students last year -providing students with opportunities to communicate their needs/feelings around expectations What resources will benefit this goal? -researching different classroom management styles and systems -CAC colleagues How will I know if I have achieved my goal? I'll know I've achieved this goal if my classroom routines and transitions are efficient and if students are actively engaged in their learning in the classroom. If my classroom reverts into an experience more closely resembling scenes from "Lord of the Flies," we'll know I've surely failed.
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11	Self-Appraisal
12	Teaching Standard	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
13	Growth Oriented: Learning is strengthened when there are coherent goals aimed at the academic and social growth of students. Growth oriented teachers are expert in their field. They are, passionate about teaching and learning, partake enthusiastically in meaningful professional development and share their learning with their colleagues.	Creates engaging and innovative projects and assessments that make connections with other subjects. Leads with expertise and engages colleagues in pursuing team/ department and school-wide development goals. Actively, frequently and with expertise, leads and engages others in deepening CAC’s curriculum expectations.	Informs students of the content, expectations, projects and assessments andscaffolds instructionto support successful learning. Actively supports, pursues, and reflects on individual, team/department and school-wide professional development goals. Demonstrates evidence of comprehensive content knowledge and effectively implements best instructional strategies and practices to deliver CAC curriculum. Enthusiastically shares content with colleagues, students and parents.	Informs students of learning goals, projects and assessments. Plans professional development goals with Administrators and meets those goals annually. Shows command of and implements relevant content knowledge and instructional strategies. Is enthusiastic about subject and conveys that enthusiasm to students.	Not currently able to meet this standard
14	Teaching Standard	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and....	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
15	Engaging: Learning is strengthened through the skillful use of engaging instruction, questioning, and inquiry practices which address a broad array of learning styles. Engagement is strengthened by highly positive relationships with students.	Rich and supportive learning environment that inspires students to take risks, make mistakes and try new ideas. Demonstrates creative approaches to curriculum delivery. Discussions about learning are frequent, empowering, and lead toward independent learning. Has positive, supportive connections with nearly all students and those connections extend beyond the limits of the classroom.	Actively, frequently and with expertise, uses essential questions to spark interest and inquiry; students are engaged in meaning making as they learn. Provides constructive, timely, and frequent feedback, in various ways, to support student learning. Provides a rich learning environment in classroom, including extra resources, project possibilities, and stimulating opportunities for further reflection. Has positive, supportive connections with nearly all students.	Uses essential questions to engage student thinking and learning. Provides meaningful feedback to students on their work in a timely manner. Creates a safe, comfortable, encouraging classroom environment. Has positive, supportive connections with some students.	Not currently able to meet this standard
16	Teaching Standard	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
17	Developmental: Learning can occur in both a linear and nonlinear, developmental fashion. It is strengthened when teachers accept mastery, as appropriate, when demonstrated by a student in any form, via traditional or nontraditional assessment, and when students pursue self-efficacy.	Implements inspired improvements to a variety of differentiated learning experiences to help students meet and exceed learning goals.Shares and models to colleagues and students. Discusses and provides specific, meaningful feedback with the students during goal setting; provides structured, regular and meaningful time for student reflection on learning, and engages with students over those reflections. Instills in students adeep senseof responsibility for learning.	Demonstrates and implements a variety of differentiated learning experiences that include opportunities for application and transfer, to help students meet and exceed learning goals; instruction is student-centered. Records formal and informal data to create a profile of each student’s performance, strengths and weaknesses. Discusses and provides feedback with the students while reflecting. Instills in students a sense of responsibility for learning.	Shows evidence of planning and preparation to help students meet and exceed learning goals in some instances. Records formal and informal data to create a student profile. Conveys expectations for student responsibility for their own learning.	Not currently able to meet this standard
18	Teaching Standard	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
19	Intentional: Learning is strengthened when instructional time is highly valued and used with purpose. Teachers consistently and seamlessly use classroom procedures to support learning and the CAC Core values.Teachers have, can share, and can reflect upon the progress and success of a yearly (or semester) ‘game plan’ for their course.	Leads, shares and modelsstrong classroom management practices that are centered on creating a positive learning environment, maximising instructional time;builds classroom culture such that students steer themselves and their peersto exhibit CAC Core values and SLOs inside and outside of the classroom.	Demonstrates strong classroom management practices that are focused on creating a positive learning environment, maximising instructional time; fosters CAC Core values and SLOs inside and outside of the classroom. Communicates learning plans and objectives to students in an appropropriate, strategic way	Demonstrates strong classroom management practices that make effective use of instructional time as well as incorporating CAC Core values and SLOs in the class. Has a yearly plan for the course, how ideas, concepts and skills are developed, and how that development is woven throughout the units of study during the year.	Not currently able to meet this standard
20	Teaching Standard	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
21	Reflective: Learning is deepened through thoughtful student and teacher reflections and analysis of student assessments in relation to overall patterns in the class, grade, school and international data.	Demonstrates leadership bysharing various models of exemplary assessmentsand steering his/her team/department in the gathering and analysis of assessment data;initiates and/or pilots new initiatives to improve student learningbased on reflective practices.	Uses and analyzes a wide variety of formative and summative assessments for instructional improvement, and to determine and support achievement of individual student learners.	Gathers formative and summative assessment data and uses for instructional improvement and improved student learning.	Not currently able to meet this standard
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23	Standards	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
24	Professionalism: Expert teachers demonstrate professionalism in the service of students and the profession.	Models and shareseffective and efficient methods of planning and preparation and is a professional ambassador of CAC to the community. Leads and models--collaboratively and/or individually--quality documentation of all stages of Curriculum design. Initiates and/or leads self and peer reviews of teaching and learning. Actively modelsthe implementation of CAC’s strategic plan, curricular initiatives and divisional goals.	Provides evidence of effective planning and preparation for classes and meetings. Contributes collaboratively and/or individually to the effective documentation of all stages of curriculum development. Implements and supports CAC’s strategic plan, curricular initiatives and divisional goals.	Provides evidence of planning and preparation for classes and meetings. When requested, readily supports the school’s strategic plan, curricular initiatives and divisional goals. Demonstrates professional conduct at community events. Is punctual with regards to all professional expectations.	Not currently able to meet this standard
25	Standards	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
26	Communication Exemplary employees communicate proactively, respectfully, and in a timely fashion to ensure common understanding, and manage conflicts as effectively as possible within the CAC community.	Models and executes proactive and effective communication with colleagues, students, parents and the wider CAC community. Exemplifies problem solving. Leads and engages in teaming, mentoring, and collaborative activities. Willingly experiments with new forms of communication to most effectively reach students, parents and colleagues.	Connects and communicates with colleagues, students and parents in meaningful ways. Communicates respectfully and responsibly with the intention of generating solutions while remaining open-minded and flexible.	Establishes connections and communication with colleagues, students and parents in a respectful and amicable way. Contributes thoughts and ideas that enhance positive communication. Fulfills all basic expectations for communication with parents, peers, and students (ie: report cards, parent conferences, meetings as needed with parents or others). Assumes positive intent in communications and interactions.	Not currently able to meet this standard
27	Standards	Innovator/Master Teacher meets all Distinguished qualities, and	Distinguished Teacher; meets professional expectations and...	Professional Teacher is/does/shows/has...	Not meeting Professional expectations
28	Positive Contributor CAC Teachers contribute to making the school a better place for students, for their colleagues, and for the community beyond their role in the classroom. Schools are most effective when each employee is a positive force on student, school and community morale.	Initiates, leads, and promotes events and activities for the school and community that enrich school culture. Thoughtfully affirms, exemplifies and upholds school ethos, morale and policy for the good of the institution. Consistently models the values and SLOs of CAC. Demonstrates adaptability to our international school and community. Is an active, positive force on morale through actions, words, and contributions.	Contributesmeaningfullytomultiplecurricular and co-curricular activities. Respects and safeguards school ethos and policy for the good of the institution; uses proper communications channels when seeking clarification or addressing problems. Imparts and brings to life the values and SLOs of CAC.	Attends and participates in required school and/or community events. Demonstrates acceptance of and upholds school ethos and policy	Not currently able to meet this standard
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