goals

Measurable Instructional Goals
//Measurable instructional goals// are those that educators set after examining good baseline data. These goals give educators targets against which to measure instructional success.

//**Big Ideas**// The use of Specific, Measurable, Attainable, Results-Orientated, and Time-Bound goals, often referred to as SMART goals encourage quality data driven instruction.

The number of goals created can have a substantial impact on the success of the teacher to meet those goals.

Teachers, principals, and students should be involved in creating goals for their individual role in the educational process.

The purpose of instructional goals is to outline expectations for students, parents and teachers.

Principals need to support teachers as they create goals that are accurately targeted to their students.

All SMART goals created by teachers and administrators should have the following six components (with example language from the SMART goal above): 1. A measurable baseline (64%); 2. A measurable target (82%); 3. A specific time frame (Spring 2004 to Spring 2005); 4. Specificity about what is being assessed (percentage of third grade students scoring at Level 3 or higher); 5. Specificity about the method of assessment (the state mathematics test); and 6. Focus areas that guide future action needed to reach the learning target (number sense, computation, and measurement).

SMART goals focus instruction, keep educators accountable, and engage students in their learning. //**Practical Tips**// Taking the time to create SMART goals allows the creator to have a clear target that can be met with work and diligence. Creating poor quality goals typically results in disappointment.

Keep the number of goals small, setting only a couple goals, research proves that other areas will improve with the focus on the initial goals.

Principals can help their teachers by modeling goal setting in areas of appropriate focus to the principal such as attendance and refer to these goals periodically to stress their importance. These examples will encourage the teachers to apply these techniques of goal setting to their classrooms. Know the curriculum, examine test data and monitor student progress regularly.

Tell students the learning goals throughout the unit and create assessments that align with expected outcomes. After the test is over teachers should use test analysis to see what students understood the material, need more time, or if the test had some bias.

Be able to assess what and how we are doing before recommending any major changes.

//**Resources**//

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