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Employee Goal Setting

Employee Goal Setting. Joni Shelton and Amy Thompson August 2009. Plan of Action: Analysis.

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Employee Goal Setting

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  1. Employee Goal Setting Joni Shelton and Amy Thompson August 2009

  2. Plan of Action: Analysis Mr. Haywood Jahelpme has just completed his second year of teaching at Utopia Middle School. His first year, 2008, was one in which he experienced the typical beginning teacher challenges. Wanting to be liked by the students, he was rather inconsistent with his student discipline. His lessons were often similar to his beginning teacher mentor’s lessons with little independent contribution to their development. He was placed on an action plan after his second year of teaching.

  3. Plan of Action: Analysis • Look over the Plan of Action documents provided and examine them with these key questions in mind: • What is the potential success of this plan? • Why do you think it will/will not be successful? • Discuss your responses with a small group, and be prepared to share out.

  4. Top Trendsin Poor Action Plans

  5. Case Study Analysis • Examine the evidence packet and identify trends on Post-It notes • TEI Self-Assessment (1) • Walkthrough data (4) • Lesson plan observation notes (2) • Letters/documentation (1) • Formal observation data (1) • Categorize trends by strand to help target area for focus

  6. Case Study Analysis • Identify the target/focus strand for the teacher’s Action Plan • Plan ahead of time – based on data/evidence • Be open to teacher input - flexibility • Examine content-specific competencies to target in plan • Plan ahead of time – based on data/evidence • Be open to teacher input – flexibility

  7. Action Plan Development • Only after targeting the specific competencies under the specific strand, can you begin to craft a targeted, effective action plan. • Pay attention to the “Top Trends in Poor Action Plans” we identified. • HCPS – Professional Development offerings are aligned with competencies.

  8. Plan Development • Work in a small group, and use the documentation and your trends and targeted strands/competencies to draft an action plan that includes all of the essential aspects we identified earlier. • Share out plans with the group.

  9. Formalizing the Plan • Procedural considerations • Sequence • Timing • Documentation/evidence • Communication process • Variations depending on stage in the process • Language considerations

  10. Reflecting • How was this approach different from the way you have developed action plans/goals in the past for your teachers/colleagues? • How do you see this benefitting instruction, student achievement, and professional growth in your building or department?

  11. Planning • If you’ve brought case study data, spend some time looking through it and analyzing it for trends. What will be the target strand for your teacher? What will be the focus competencies? • If time permits, work on drafting the plan • If you have brought a plan for a teacher, analyze it for elements that need to be improved, and revise it.

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