The teacher would then select specific growth targets to accomplish during the year. To illustrate, assume a teacher was at the beginning level for all three target strategies and set a goal to reach the applying level on all three by the end of the year. In addition to scoring teachers on their current level of proficiency on the various elements within the evaluation model—we refer to these ratings as "status" scores—teachers would be scored on the extent to which they reached their growth goals. Attaining all three growth goals would earn the highest growth score, attaining two of three goals would earn the next highest growth score, and so on.
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