Transcript SMART Goals for 21st Century Learning Rosman

Data Rich, SMART Goals and
21st Century Learning
Joyce Gardner and Becky Pearson
Department of Public Instruction
Region 8 Professional Development Consultants
January 14, 2013
Region8wnc.ncdpi.wikispaces.net
Outcomes
• To fine-tune skills in writing and assessing
SMART Goals for 21st century teaching and
learning
• To reference the NC Educator Evaluation
System Teacher Pre-assessment in the
development of powerful SMART Goals
• To build SMART Goals into the Professional
Development Plan
21st Century Classrooms:
Dan Meyer
After you view the video, respond to the following
questions regarding 21st century learning.
• Which aspects of teaching and learning in your
classroom reflect the traditions of education of the
past?
• Which aspects of teaching and learning for the 21st
century have you incorporated in your instructional
practice?
• Which components of 21st century teaching and
learning are most challenging for you?
http://www.ted.com/talks/lang/en/dan_meyer_math_curriculum_makeover.html
Treasure Hunt
http://goo.gl/sJszB
Six-Step Partners
http://goo.gl/Vb2g8
PLCs
• Do PLCs meet to study tools, resources
and documents to support the teaching
and learning of the new Standard Course
of Study?
• How is the work of PLC’s documented?
Tools and Processes
• What tools and processes are in place to
gauge and support the needs of teachers
as they learn and prepare to teach the
new Standard Course of Study?
(walkthroughs, surveys, conferencing,
etc.).
Technology
• What improvements and advances in
technology have been implemented in
your schools to transform your
classrooms and instructional practices
into 21st century learning environments?
Data Literacy
• What evidence proves that each of us is
data literate? What data do we use to
inform instruction, make 21st century
school decisions or determine which
programs really impact student learning?
• How do we move toward distinguished on
the evaluation tool in data literacy?
SMART
pecific and Strategic
easurable
ttainable and achievable
esults-oriented
ime-bound
Elements of an Effective Professional
Development Plan
SMART Goals
(2-3) wellwritten and
supported by
data
Feedback from
administrator
Thorough selfassessment
SMART Goal Setting
in the Online Tool
Rollover Professional Development Plan
(Teachers with Summary Rating Form from Previous
Year)
Preliminary Professional Development Plan
(Teachers new to online tool system)
SMART Goals and
Professional Development Plans
SMART Goals provide
a process for effective
goal setting
Any existing
observations and/or
artifacts guide the goal
setting
SMART Research
“Feelings of success in the workplace
occur to the extent that people see that
they are able to grow and meet job
challenges by pursuing and attaining
goals that are important and
meaningful.”
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting Theory. Current
Directions in Psychological Science, 15(5), 265-268.
Why SMART Goals?
Targeted
Professional
Growth
Increased Student
Achievement
Teacher
Greater effort and
persistence
Motivation to seek
new knowledge
and information
Locke, E. A., & Latham, G. P. (2006). New Directions in Goal Setting
Theory. Current Directions in Psychological Science, 15(5), 265-268.
SMART Goals
Focus on results-oriented goals
rather than process-oriented goals.
Specific and Strategic
• Goals are clearly
stated, long-term
and aligned with
data.
Measurable
• Results can be
determined with
quantitative or
qualitative
measures.
Attainable & Achievable
• The result can be
reached, even if it
is a stretch goal.
• The goal is worthy
of educator
commitment of time
and effort.
Results-oriented
• Goals are data driven.
• Benchmarks are established
for monitoring progress
through the year.
• High expectations are set for
teacher and student growth.
Realistic
• Constraints on time,
people, materials and
other resources have
been identified.
• There is belief this goal
is important and can be
accomplished.
• Benchmark and
completion dates set a
sense of urgency and
establish momentum
• Each person involved is
accountable for working
towards the goal.
Data for Setting Goals
• Determine greatest area of need
• Determine the range of improvement
• Review hard and soft data over time
What other data can be referenced
when goal setting?
Range of Improvement
75% of Ms. Gardner’s fifth graders scored
proficient or above on the End of Grade
Mathematics test while her teammates’
students reach 90-95% proficiency.
What would be a reasonable range of
increase in percentage for one year for
Ms. Gardner? 75% to 85%? 95%?
Reasonable?
Standard I, Teachers Lead in the
Profession:
Ms. Baker will assume the lead of 3
Professional Learning Communities (PLCs):
Writing, Differentiating Instruction, Revised
Bloom’s, AND she will facilitate unit
development for the 8th grade ELA team by
mid-year (even though she has never been in
a school leadership role).
Reasonable?
Standard I, Teachers Lead in the Profession:
Ms. Johnson will attend a 4-session regional
lesson study seminar during September and
October and lead one Professional Learning
Community in lesson study beginning in
February 2013 (even though she has never led
a PLC).
Goal Setting Example
increase the math achievement of fifth graders
so that the percentage of students who score at or
above Level III
will increase from 75% to 85%
by June 2013
as measured by EOG mathematics data.
To:
What activities would help this teacher
increase students’ success?
SMART Goals are . . . .
pecific and Strategic
easurable
ttainable and achievable
esults-oriented
ime-bound
Can you make this goal SMART?
By the end of first semester,
student office referrals will
decrease.
Let’s Practice
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
By the end of first semester, student
office referrals will decrease.
To: Do What? so that Who/What?
will increase/decrease by completion date
as measured by what data?.
Work with a partner to revise
this statement and make it a
SMART Goal.
• Write one of your goals based on your
pre-assessment for your Professional
Development Plan.
• Use the SMART Goal Worksheet to refine
your goal.
SMART Goals Worksheet
Gallery Walk
• Post your SMART Goals
• Visit each SMART Goal
and add your suggestions
to make them SMARTer!
Teacher Process for Completing
the Self-Assessment
in the Online Tool
Before First Formal
Observation
STEP 2:
Step 2:
Self Assessment,
SelfGoal
Setting, and
Assessment,
Pre-conference
Goal Setting
and PreConference
Component 3: Teacher Self-Assessment
Using the Rubric , the teacher shall rate
their performance and reflect on his or her
performance throughout the year.
Component 4: Pre-Observation
Conference
Before the first formal observation,
the principal meets with the teacher
to discuss: self- assessment,
professional growth plan a written
description of the lesson(s) to be
observed.
Goal: To prepare principal for the
observation.
Data Points for Teacher
Self-Assessment
Teacher
Summary Rating
Form from
Previous Year
Recent Student
Achievement
Results
Walkthrough
Data
Differentiated
Lesson Plans
Teacher Self-Assessment
Using the Rubric for Evaluating North
Carolina Teachers
Teacher completes the document by
selecting ratings along the continuum
Teacher saves the document in the
online system
Complete a New Self Assessment
Log into the
system
Click on NCEES
icon
Click on
Observe/Report
Click on New
Self Assessment
Complete a New Self Assessment
Use naming
convention
Click on Next
Copy Self Assessment
Dropdown
Highlighted Text in Green
Banner
Completing the
Self- Assessment
Process for Closing the Form
Review the
document
Click on Spell Check
Click on Save
Click on Done
Click on Logout
Closing and Reflection
• How will you use what
you learned today?
• What aha’s did you have?
Contact Information
Joyce Gardner
Becky Pearson
[email protected]
[email protected]