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Reedsburg Middle principal outlines shift to measurable teacher goals and district reflection logs
Summary
Dr. Thibodeau presented RSU 22’s shift toward SMART, measurable professional goals, use of standardized reflection questions in an observation platform, and tying teacher growth logs to the district student-growth matrix used in summative evaluations.
Dr. Thibodeau, principal at Reedsburg Middle School, told the RSU 22 School Board that the district’s teacher evaluation and professional growth process is shifting toward more specific, measurable goals and standardized reflection logs.
Dr. Thibodeau said the revised expectations ask teachers to set SMART goals (specific, measurable, achievable, relevant, timely) with greater emphasis on the “specific” and “measurable” elements. She showed anonymized before‑and‑after examples from teacher goals: earlier goals were broad (for example, “constructing models and using arguments with related math vocabulary”) and newer goals specify numeric targets and the data sources that will be used to measure progress (for example, “85% of students will demonstrate proficiency” using annotated nonfiction strategies).
She said the district now requires teachers to use a common reflection form in the district’s observation platform so administrators can compare evidence and guide coaching. “Everybody’s answering the same questions and it’s easier to compare among the teachers,” she said. Dr. Thibodeau described sample reflection entries that used multiple data sources (common assessments, pre/post surveys and classroom rubrics) and noted teachers are learning to interpret data from charts and tables as well as written assessments.
On summative evaluations, Dr. Thibodeau said observations comprise 80% and student growth comprises 20% of the score; teachers may use the evidence from their professional growth logs on the district student-growth matrix used for summative ratings. She told the board that typical reflection logs now ask teachers to describe the impact on student learning and to cite the data sources used.
Board members asked whether teachers embraced the change. A board member identified as Ellen asked if teachers liked the structure; Dr. Thibodeau said teachers have taken “baby steps” but that many teachers are now producing usable data and reflection entries. District staff also told the board that the district has set aside time on two early‑release days (December and April) for teachers to work on goals and reflection entries.
Dr. Thibodeau said the move toward numeric targets and standardized reflection is intended to focus professional learning on student outcomes and to make it easier for principals to support teachers with targeted coaching.
