Transcript PowerPoint: Creating "SMARTer" Goals

“SMARTer” Goals
A ESE-MASS Workshop for
superintendents and
representatives from their
leadership teams
Winter 2012
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Please sit with your Team
Members
You will be talking in pairs/
trios and at your table during
today’s workshop
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Massachusetts Department of Elementary and Secondary Education
ESE Homepage
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http://www.doe.mass.edu/
Educator Evaluation Homepage
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http://www.doe.mass.edu/edeval/
Educator Evaluation Model System
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http://www.doe.mass.edu/edeval/model/
3 – 2 – 1 (+ 1)
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2
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things I know about SMART goals are…
things I know about how goals fit into the
Educator Evaluation system are…
burning question I have is…
+
1
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hold for later
Massachusetts Department of Elementary and Secondary Education
Intended Outcomes for today:
Understand the rationale and framework for the
MA “SMARTer Goal” model
Be able to identify characteristics of “not so
SMART,” “SMART” and “SMARTer” goals
Be able to translate at least one school/district
priority into a “SMARTer” goal
Have at least one “SMARTer” goal to take back
to your school/district
Massachusetts Department of Elementary and Secondary Education
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Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
 Break (10 mins)
 The Massachusetts “SMARTer” Goal Model
 Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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5 Step Evaluation Cycle
 Foundation for the
Framework & Model
 Every educator is an
active participant in an
evaluation
 Process promotes
collaboration and
continuous learning
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Massachusetts Department of Elementary and Secondary Education
Every educator is an active participant in the
Every educator
evaluation process
Every educator
uses a rubric and
data about student
learning to identify
strengths and
weaknesses
proposes at least 1
professional
practice goal and
1 student learning
goal – team goals
must be
considered.
Evaluator
approves the
Goals and Plan
for accomplishing
them.
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
Every educator is an active participant in the
evaluation process
Every educator &
evaluator collects
evidence and
assesses progress
on goals
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
Every educator is an active participant in the
evaluation process
Continuous
Learning
Every educator
has a mid-cycle
review focusing
on progress on
goals
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
Every educator is an active participant in the
evaluation process
Every educator
earns one of
four ratings of
performance
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Collaboration and Continuous Learning are the focus
Massachusetts Department of Elementary and Secondary Education
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MA Department of Elementary and Secondary EducationMassachusetts
Department of Elementary and Secondary Education
Summative Rating
Summative Rating
Educators earn two separate ratings
Exemplary
Exemplary
Proficient
Proficient
1-YEAR
1-YEARSELFSELFDIRECTED
DIRECTED
GROWTH
GROWTHPLAN
PLAN
2-YEAR
2-YEARSELF-DIRECTED
SELF-DIRECTED
GROWTH
GROWTHPLAN
PLAN
Needs
Needs
Improvement
Improvement
DIRECTED
DIRECTEDGROWTH
GROWTHPLAN
PLAN
Unsatisfactory
Unsatisfactory
IMPROVEMENT
IMPROVEMENTPLAN
PLAN
Low
Low
Based on:
Rating of
Performance on
each of 4
Standards
+
Attainment of
Goals
Moderate
Moderate
High
High
Rating
RatingofofImpact
Impacton
onStudent
StudentLearning
Learning
(multiple
(multiplemeasures
measuresofofperformance,
performance,including
includingMCAS
MCAS
Student
StudentGrowth
GrowthPercentile
Percentileand
andMEPA
MEPAwhere
whereavailable)
available)
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Based on Trends and Patterns on stateand district-determined measures of
student learning gains
Massachusetts Department of Elementary and Secondary Education
Note: Two Ways the 5-Step Cycle is
different for Principals and Central
Office Administrators
Goals: Model System includes district or school
improvement goals, as well as student learning and
professional practice goals
Evaluation Cycle: Annual Cycle (not two-year) for
educator plan, regardless of experience
Your decision: Adopt or Adapt?
Massachusetts Department of Elementary and Secondary Education
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Summative Performance Rating
=
Performance on each of 4 Standards
+
Attainment of Goals
(professional practice, student learning)
+
(district/school improvement)
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Massachusetts Department of Elementary and Secondary Education
Rubrics as a Starting Point for
Setting Goals
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Massachusetts Department of Elementary and Secondary Education
Teacher Rubric-at-a-Glance
With a partner,
Identify 5 elements that you would most likely
focus on with teachers in the work ahead to
implement the new Massachusetts Curriculum
Frameworks.
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Massachusetts Department of Elementary and Secondary Education
Rubrics as a Starting Point for
Setting Goals
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Massachusetts Department of Elementary and Secondary Education
By the way:
Why Rubrics? Why Model Rubrics
 Consistent, shared understanding of what
proficient performance looks like, e.g., High Expertise
Teaching Project
 Common language and structure to organize
evidence during each step of the 5-Step Cycle
 Descriptors are starting point for setting goals to
improve professional practice, setting PD
priorities, and providing PD
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 Basis for fair judgments about performance
against the four standards
Massachusetts Department of Elementary and Secondary Education
The Model Rubrics are Aligned
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Massachusetts Department of Elementary and Secondary Education
Rubric Alignment, e.g., Goal Setting
Superintendent Rubric (I-D-1): Supports
administrators and administrator teams to develop and
attain meaningful, actionable, and measurable
professional practice, student learning, and, where
appropriate, district/school improvement goals.
Principal/School-level Administrator Rubric (I-D-1):
Supports educators and educator teams to develop and
attain meaningful, actionable, and measurable
professional practice and student learning goals.
Teacher Rubric (IV-A-2): Proposes challenging,
measurable professional practice, team, and student
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learning goals that are based on thorough selfassessment and analysis of student learning data.
Massachusetts Department of Elementary and Secondary Education
Alignment of Rubrics, e.g., Goal Setting
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Massachusetts Department of Elementary and Secondary Education
An example
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Massachusetts Department of Elementary and Secondary Education
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Massachusetts Department of Elementary and Secondary Education
3–2-1
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2
1
things I know about SMART goals are…
things I know about how goals fit into the
Educator Evaluation system are…
burning question I have is…
+
1
new burning question I have is…
Massachusetts Department of Elementary and Secondary Education
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Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
 Break (10 mins)
 The Massachusetts’ “SMARTer” Goal Model
 Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
 Break (10 mins)
 The Massachusetts’ “SMARTer” Goal Model
 Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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The case for a state-wide
approach to writing S.M.A.R.T.
goals
Massachusetts Department of Elementary and Secondary Education
What Makes a Goal “SMART”?
Read the two pages on your own (about 5
minutes):
By the end, underline one sentence, one phrase
and one word that you think are particularly
significant (Make notes along the way)
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Massachusetts Department of Elementary and Secondary Education
What Makes a Goal “SMART”?
In groups of 6-8 people:
 Round #1: share the sentence; mark them.
 Round #2: share the phrase; mark them.
 Round #3: share the word; mark them.
 Discuss why each of you chose the phrase you
chose and any new insights you gained from
hearing your colleagues’ reasons for choosing the
phrase they chose.
 Identify one phrase to share with the larger
group.
Massachusetts Department of Elementary and Secondary Education
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A Massachusetts
“SMARTer GOAL”
=
A Goal Statement
+
Key Actions
+
Benchmarks (Process & Outcome)
=
The Heart of the Educator Plan
Massachusetts Department of Elementary and Secondary Education
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Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
 Break (10 mins)
 The Massachusetts’ “SMARTer” Goal Model
 Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Step-by-Step with the MA
“S.M.A.R.T.er” Goal Model
Step #1: Use data to identify goal area
Step #2: Identify relevant elements
from rubric
Step #3: Focus on essential parts of
elements
Step #4: Draft the Goal Statement
Step #5: Add Key Actions and
Benchmarks
Massachusetts Department of Elementary and Secondary Education
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The S.M.A.R.T.er Goal Process: an
iterative process
Revise goal statement, key actions
and benchmarks as needed
BUT…….. Don’t obsess!
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Massachusetts Department of Elementary and Secondary Education
Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
Break (10 mins)
 The Massachusetts’ “SMARTer” Goal Model
Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2:
A superintendent’s meetings
Proficient Performance on IV-A-3:
Plans and leads well-run and engaging
administrator meetings that have clear
purpose, focus on matters of consequence,
and engage participants in a thoughtful and
productive series of conversations and
deliberations. Establishes clear norms for
administrator team behavior.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2
The goal statement: is it S.M.A.R.T.?
The key actions:
Is each one tightly linked to the goal?
What is missing to ensure effective implementation?
The benchmarks:
Is there a process benchmark? (track actions done?)
Is there an outcome benchmark? (track results achieved?)
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #2: Sample
Superintendent Goal
Goal Statement: During 2012-2013, I will devote at
least 75% of administrative meeting time to district
improvement goals and get better at using appropriate
strategies to actively engage administrators in
developing and sharing ways to implement those goals
effectively at the school level.
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Massachusetts Department of Elementary and Secondary Education
Guided Practice #2
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Massachusetts Department of Elementary and Secondary Education
Guided Practice #2
The goal statement: is it S.M.A.R.T.?
The key actions:
is each one tightly linked to the goal?
what is missing to ensure effective implementation?
The benchmarks:
is there a process benchmark? (actions done?)
is there an outcome benchmark? (results?)
Massachusetts Department of Elementary and Secondary Education
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What’s really “new” here:
professional practice goals
Student learning and school/district
improvement goals are not “new” to us;
developing them as MA “SMARTer” goals with
goal statement, key actions, and
process/outcome benchmarks is pretty new
What’s really new are professional practice
goals in which educators have to be explicit
about what we’re going to get better at, not
just what we are going to do.
Massachusetts Department of Elementary and Secondary Education
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Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
Break (10 mins)
 The Massachusetts’ “SMARTer” Goal Model
Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #3: A Principal’s
Observations and Feedback
Goal Statement for Classroom Observation
& Feedback:
I will manage my time more effectively in order
to increase the frequency and impact of
classroom observations by learning how to do
10-minute observations and conducting eight
visits with feedback per week, on average.
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Massachusetts Department of Elementary and Secondary Education
Guided Practice #2: A Principal’s
Observations and Feedback
Goal Statement for Classroom Observation
& Feedback:
I will manage my time more effectively in
order to increase the frequency and impact of
classroom observations by learning how to do
10-minute observations and by the start of
second semester conducting eight visits with
feedback per week, on average, that an
increasing percentage of teachers report
are useful beginning with at least 60%.
Massachusetts Department of Elementary and Secondary Education
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Guided Practice #3
In pairs:
Review the key actions and benchmarks: is
anything important missing?
Identify two revisions and/or additions to the
actions and/or benchmarks that will make this
SMART Goal “S.M.A.R.T.er”
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Massachusetts Department of Elementary and Secondary Education
Agenda
 Welcome, Warm Up & Intended Outcomes
 Context: Goal Setting in the new Educator
Evaluation Framework
 The Massachusetts’ “SMARTer” Goal Model
 Break (10 mins)
 Guided Practice # 1
 Guided Practice # 2
 Guided Practice # 3
 Wrap Up, Feedback and Questions
Massachusetts Department of Elementary and Secondary Education
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Wrap up: Goal Statement “starters”
In pairs,
First, review Sample School or District Goal
Statements; identify:
District/School Improvement Goal Statements
Student Learning Goal Statements
Professional Practice Goal Statements
Next, identify which could be TEAM goals?
Finally, choose one to make “SMARTer” back in
your school or district
Massachusetts Department of Elementary and Secondary Education
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Your “Homework”
1. Back in your district, with your partner:
 Refine the goal statement you chose to your context
OR Develop another one
 Draft 3 key actions
 Draft 1 process benchmark
 Draft 1 outcome benchmark
2. Exchange your draft SMARTer Goal with another pair
3. Work together to make each draft SMARTer so you can
use the revised SMARTer Goal as one of the goals you
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propose to your evaluator for 2012-13.
Massachusetts Department of Elementary and Secondary Education
Wrap up: finding a touchstone
Think: Think of some time in your life when you
achieved a goal – related to work or not - and it
made you proud. What was it about the goal
and how you went about achieving it that
worked for you?
Pair: If you are willing, share with your partner
one thing about the goal or how you went about
it that worked for you.
Massachusetts Department of Elementary and Secondary Education
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Intended Outcomes for today:
Understand the rationale and framework
for the MA “SMARTer Goal” model
Be able to identify characteristics of “not
so SMART”, “SMART” and “SMARTer”
goals
Be able to translate at least one
school/district priority into a “SMARTer”
goal
Have at least one “SMARTer” goal to take
back to your school/district
Massachusetts Department of Elementary and Secondary Education
52
3–2-1
3
things I/we know about the MA Model for
SMARTer goals are…
2
ways to make a goal “smarter” are…
1
next step I/we will take is…
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Massachusetts Department of Elementary and Secondary Education
PLUS - DELTA
What worked?
What would make
it better?
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Massachusetts Department of Elementary and Secondary Education
More Resources
Questions?
[email protected]
Information?
www.doe.mass.edu/edeval
Link to Evaluation Overview on ESE website?
www.doe.mass.edu/edeval/101511Overview.pps
Link to Massachusetts Model System:
www.doe.mass.edu/edeva/model
Massachusetts Department of Elementary and Secondary Education
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Handouts
1a
1b
2a
2b
3a
3b
4a
4b
5
6
7a
7b
8a
8b
Model System Highlights
The 5-Step Educator Evaluation Cycle: Train-the-Trainer Modules
Teacher Rubric-at-a-Glance
Administrator Rubric-at-a-Glance
Descriptors on Evaluation: Superintendent Rubric
Descriptors on Evaluation: Principal/School-Level Rubric
Protocol for a Superintendent’s School Visits
Strategies and Suggestions for Observations
What Makes a Goal SMARTer?
Step-by-Step with the Massachusetts “S.M.A.R.T.er Goal” Model
A Sample Professional Practice Goal for a Superintendent
Sample District-Level Goal Statements
A Sample Professional Practice Goal for a Principal
Sample School-Level Goal Statements
Massachusetts Department of Elementary and Secondary Education
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