Completing the PGP - part 3

Part 3 - Identifying Target Area(s) and Goal Planning

Other videos in this series 

Completing the PGP part 1 - Introduction and Basic Navigation

Completing the PGP part 2 - Completing the Self-Evaluation and Snapshot

Completing the PGP part 4 - Accessing Resources and Participating in the PGP meeting

Completing the PGP part 5 - Starting the PGP Early and Accessing Support

Related PGP Articles

Learner: Accessing Your PGP


This is the third of a 5-part series of short videos that guide you through the process of creating your Professional Growth Plan in the EdReflect platform. The videos are intended to be viewed in sequence. Click the link that displays at the end of the video to view the next segment in the series.

This third video walks through the process of identifying your growth areas and goals in the platform.


Video Time: 09:13




Use the self-evaluation, along with other data from past performance and student data, to brainstorm in the note cards about your strengths and also opportunities in your practice, and then identify areas for improvement.

Identifying professional learning goals are the focus of the PGP.

The Goal-Planning area, shown here, allows you to mark your areas of strength and areas for growth, and then create actionable, measurable goals for improving your growth area or areas.

The Goal Planning page is accessed from the Home Page.

Goals are found in the bottom half of the Home Page.

Goal Summaries display a brief summary of the goal on the note.

You can click an individual Goal Summary to view its details.

To open the Goal Planning page, click the blank "Ready to plan your goals?" note.

At the top of the page you see the Areas of Strength and the Areas for Growth note cards.

Use the note cards to consolidate and restate patterns you see in your self-evaluation and then transfer your thoughts about your strengths and also your areas for growth.

If you’re a novice teacher, these cards will be blank and you can click in a note card and begin typing.

If you are a returning teacher, you will want to click in the notecard and press Enter to start a blank line.

Then, add the school year.

The text wraps, but you can press Return to start a new line of text.

As you add more lines, the note card displays a vertical scroll bar.

Click off the note card to complete your text.

Your note card entries auto save.

You can also create your actionable goals on the Goal Planning page.

02:07;14  transcript – add title “Inactivating a Goal”

Returning teachers may have older goals that are completed or are not relevant to this year’s PGP.

Observers can mark a learner’s goals complete and archive them, but there may be times when the older goals remain open.

You can inactivate a goal yourself if you are not currently working on it and want to remove it from your view.

Just open the goal to its details.

Click the status icon.

You have the option to delete the goal, but if you’ve put work into it, you may prefer to maintain the information, and remove the goal from view by inactivating it.

The goal is inactivated immediately.

You can still retrieve an inactive (or completed) goal by finding it in the archive in the Goal Planning page.

This is where you can find completed and inactivated goals.

They open right below your active goals.

Completed goals are locked for editing, but you can reactivate and work on an inactive goal at any time.

Now, let’s return to creating a new goal or goals.

It's important for the Learner to turn their growth areas into actionable goals, and the Goal Planning page gives you all the tools you need to create goals and align them to the Framework.

When you create goals, you are prompted to provide details about how goals will be measured and accomplished; what steps you will take; and what defines success for the goal, among other questions.

Let's look at how you create actionable goals in EdReflect.

Click Add another goal to open a new goal summary

Click Add Goal Summary in the sticky note outline to start a new goal.

Begin typing a short goal summary.

Remember to include a what and why for your goals. In addition to describing what teaching competency you are targeting, the goal should also explain why you are targeting the skill or practice by describing its intended impact on student performance.

Notice that you have a 100 word limit.

When you are finished, just click outside the goal note.

Your text is autosaved.

If you wish to edit your goal summary, just click within the text or click the pencil in the upper right corner.

Now click View Details to open the details screen.

The Goal Details screen provides prompts and tools for outlining how your goal will help you to achieve your identified growth area.

Notice the Details screen displays both TESS and LEADS, SMART-goal questions.

TESS stands for Teacher Excellence and Support System and the questions presented in Goal Details are targeted to teachers to reflect and support the professional development and competency needs identified in TESS.

LEADS stands for Leader Excellence and Development System and its questions here similarly reflect and support the professional development needs identified for administrators in Arkansas.

You answer only the questions relevant to your role on your evaluation rubric.

The first field, Indicators, allows the Learner to align the goal with the relevant Framework Components.

Click Align this goal with indicators.

You need to choose the appropriate rubric.

Click check boxes to select the components you wish to align to your goal.

Try to limit your goal to just 2 or 3 components – no more than 4 - so you can focus your impact.

To remove a component, just click the check box again.

When you are ready to save your selections, click Save.

You can also click Cancel to exit the process.

Notice that your goal summary displays the components you've tagged.

When a Goal is aligned to the Framework Components, it displays the selected component tags throughout EdReflect – on the Home Page and on the Goal Planning page.

When you hover on a tag, the component description displays.

Notice the small delete icon that also displays.

Clicking the "x" deletes the tagged component from the goal.

You can also open the Components panel again to remove or add components.

And then click Save.

The fields that follow are based on the TESS PGP Guiding Questions.

Answer each question by entering your response in the accompanying text field. Your responses should provide a level of detail to create actionable next steps.

In the "What specifics will help you know you've reached your goal?" field, click Add Answer and enter the specifics.

Like other fields we've seen, you can type your entries here.

Note that the text box expands to accommodate your text.

When you are finished, click Save.

A check mark displays to indicate you've entered and saved text in the field.

You can reopen the field to make changes.

Remember to save your changes.

You can also delete your entry, if you need to.

Deletions are made immediately, so be sure you really want to delete the text.

The "What data will you use to measure progress" field asks the Learner to address specific measures that the Learner will use to gauge their progress.

In the fourth question, "What resources and supports do you need to complete this goal?" Learners are asked to give thought to the resources and supports they need to help them succeed.

The fifth item asks the Learner to reflect on how the goal is relevant to his or her practice and students.

The last question asks the Learner to provide a timetable for completion.

Let's look at how your goals look within the PGP activity.

Click Activities to view your PGP activity.

Click a goal to open its details.

Note the details page opens in its own tab.

Your observer has the same views of your goals.

Notice the observer’s view is read-only.

Only a Learner can create and modify goals.

Remember that clicking on a goal’s details opened a new tab.

Close this tab to return to the PGP meeting view.



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