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© Texas Education Agenc
y 2/10/2022
Teacher Goal-Setting and Professional Development (GSPD) Plan
Sample Document
The Goal-Setting and Professional Development (GSPD) process is an ongoing, recursive process where
teachers reflect on current professional practices, identify professional growth goals, establish a
professional development plan to attain those goals, track progress towards goals over the course of the
year, and reflect on goal attainment, including how the goals and professional development actually
refined practices. The teacher self-assessment, goal setting and professional development are all
interwoven and applied throughout the year to positively impact each teacher’s professional practices
and ultimately increase student performance.
What does the GSPD process encompass?
Teacher Self-
A
ssessment
Each teacher will conduct a self-assessment by reviewing data and reflecting on
pr
ofessional practices to determine teacher and student needs. In addition to
student and teacher data, this review includes an in-depth analysis of the
domains, dimensions, and descriptors of the T-TESS Rubric and the Texas
Teacher Standards outlined in Texas Administrative Code, Chapter 149. Both of
these documents communicate best practices and identify standards for teacher
performance. As a result of the self-assessment, the teacher formulates targeted
goals to discuss with the appraiser during the GSPD Conference. The goals
should reflect how the teacher will change his/her practices to effectively impact
student outcomes.
GSPD
Conference
The GSPD Conference with the appraiser and teacher is critical to the T-TESS
support system, as it ensures that both the teacher and appraiser are clear about
the goals and subsequent actions to reach the desired outcomes. It is also an
opportunity for the teacher to outline the support systems needed to achieve the
goals. Per TAC, Chapter 150, the appraiser will approve the goals.
GSPD Plan
Implementation
and Formative
Reviews
The teacher will engage in targeted professional development outlined in the GSPD
Plan and periodically will assess how the professional development plan and goals
are being met in a way that have an enduring im
pact on performance with the
individual teacher and students. This ideally includes reflective conferences with
appraisers or through other professional forums such as faculty meetings,
department/grade levels meetings, peer coaching, etc. The teacher will maintain
data/evidence to track goal attainment and participation in professional
development activities detailed in the approved plan. (TAC, Chapter 150.1003).
Although the method for collecting data and evidence to support goal attainment
and profession
al development is a local decision, collecting and maintaining
evidence is an important aspect of the T-
TESS process. Options may include
portfolios, electronic profiles, content management systems, etc.
Prior to the End-of-Year Conference, teachers should prepare to bring their
Domain 4 evidence/data prior to the meeting, which includes their GSPD Plan