BEST Academy for Teaching and Leadership

Title: Planning SMART Goals Description: Participants will discuss the importance of engaging teachers in asking the “right questions” about data. The workshop includes an informative reading and discussion about data being sufficiently disaggregated and displayed to address the “right question.” Participants learn how they can use “questions that count” to organize and display data regarding student performance and how powerful this strategy can be for building data literacy within their staff. The application is that participants will plan questions to focus data discussions for school improvement planning.

NOTES:  PD hrs: If you are interested in facilitating this workshop for “Professional Development Hours” through ASU, please contact us at [email protected] for details (including an Attendance Roster Form and a Participant Feedback Form)  FEEDBACK: We would appreciate feedback regarding the quality of this PD Facilitator Kit and/or suggestions for improvement (including participant feedback and/or recommended changes to the Facilitator PowerPoint and/or Facilitator Guide). Please email feedback, comments, or suggestions for improvements to [email protected] (be sure to include the exact name of the workshop).

TARGETED LEARNING FOR THIS WORKSHOP Note: It is recommended that the facilitator post the objectives and guiding questions (also applicable VAL-ED Research-Based Critical Behaviors and relevant ISLLC Standards).

Segment: S.M.A.R.T. Goals

Targeted Objective:  Participants will learn how to write effective goals which articulate the school’s focus through the use of SMART Goals.  Participants will connect learning to Research-Based Critical Behaviors and construct an action plan to impact teacher performance and student learning. Guiding Questions  How do instructional leaders establish effective goals for high standards? Research-Based Critical Behaviors:  Develops high standards for student performance that are measurable ISLLC Standards  ISLLC 1.A High Expectations for All  ISLLC 1.C Continuous Improvement Toward the Vision, Mission, & Goals Key Vocabulary:

Agenda and Segment Titles Time in Minutes Notes Introduction of the Instructional Leadership Model & 10 Overview Planning SMART Goals 30

of 5 Conclusion & Development of an Action Plan 20 TOTAL TIME 60 (1 hr)

Materials  Facilitator Guide for Planning SMART Goals  Facilitator PowerPoint for Planning SMART Goals  Agenda (facilitator makes this on chart paper)

Handouts  Action Plan

Readings (FACILITATOR - Choose ONE)  SMART Goals 1  SMART Goals 2

Videos (optional)  Facilitator may preview the videos listed in the research section and choose ONE to use in the workshop – if any

Research Included  Developing a Monitoring Plan School Improvement in Maryland http://mdk12.org/data/progress/developing.html  Video: How to Write a SMART Goal (2:40) Dave from 5 Rules http://www.youtube.com/watch?v=YmOS3dj9h0s  Video: Create “SMART” Goals (0.52 minutes) no audio http://www.youtube.com/watch?v=ukmWwKcIa14&feature=related  See references listed below for addition research pieces

References  Elliot, Stephen, Goldring, Ellen, Murphy, Joseph, & Porter, Andy (July 2009). Vanderbilt Assessment for Leadership of Education: Handbook Implementation & Interpretation. Nashville, Tennessee. Discovery Education Assessment

Content Experts: Betsy Hargrove, Kelly Stewart, Marsha Speck, Julius Koenigsknecht, Josie Clark

S.M.A.R.T. Goals PRESENTATION FOR THIS SEGMENT (segment is less than one hour chunk of learning; one big idea or Management Considerations, one theme) Notes, etc Introduction / Anticipatory Set for this segment  [5] This slide indicates the beginning of this segment and may be used to present the focus of this segment. Management Notes: The guiding question is intended to communicate the focus of this segment to participants. It is recommended  [#] The number of the PowerPoint that you have participants make notes regarding each guiding question (at beginning & end of segment). At slide that aligns with that portion of the end of this segment you will pose the guiding question and lead a discussion. the presentation is listed in bracket  [6] Present the quote. Ask for participants to consider what this has to do with high standards … and share (within the structure or left-hand their thoughts / reactions. column). Presentation / Engagement for this segment  Each segment begins with a slide

of 5  [7] Explain that PLANNING for high standards for student learning means that you must identify the FOCUS! entitled “Segment Guiding SMART goals provide guidance and an effective structure for clearly articulating the focus for every Questions” instructional conversation and decision.  [8] Describe how the acronym provides guidance (see slide) Provide further explanation and/or Facilitator Formative Assessment examples Notes:  And then distribute the article: SMART Goals (choose ONE of the two available; or substitute your This information is intended to provide own) guidance to adjust the pacing or lesson  Provide a few minutes for participants to read. within the workshop. After you have  Ask for clarifying questions. worked through this workshop, you may make modifications and/or additions to Add video here …if you choose these items to guide other facilitators.  Listen to shared interests of  [9] SAY: Not any goal is good enough. The most make an impact on the BIG HAIRY AUDACIOUS participants. Do comments align GOAL of 100% of students passing. with workshop outcomes?  Explain the concept of being above the goal-line or closing the gap by a minimum of one-third!  Observe participants’ reaction to  [10] Explain that once your school has identified and articulated the SMART goals, the carefully worded goal the proposed norms. provides guidance of each learning team (grade level or department) to achieve their aligned goal. The SMART  . goal provides guidance that can result in quality collaboration, improved teacher performance, and increased student achievement. SAY: FOCUS MAKES A DIFFERENCE!  [10] Explain that SMART goals are effective only if there is alignment. If everyone’s goal is different, the SMART goal structure does not help guide focus.  [11] The slide provides an example of the alignment of goals that is desired  Provide at least two examples of high quality school goals written in the SMART format o Facilitator: It is strongly recommended that you meet with the superintendent prior to this segment, and collaboratively develop another example which you can display on chart paper.  [12] Arizona requires 8 goal components in the State Version of the Continuous School Improvement Plan. Working on 8 goals as if they were all equally important, is not appropriate …that is the opposite of focus. It is recommended that each school selects up to three (3) SMART Goals per year …HOWEVER, they need to be prioritized in rank order …FOCUS on the work regarding #1 until have measureable and observable progress.  [13] Ask each participant to develop a sample SMART goal  Ask each participant to write their SMART goal on chart paper. Critique approximately one quarter of them, by allowing persons to volunteer … after selecting the first to share.  (FACILITATOR: Attempt to identify the best one as the first example to critique; do not let others know you are selecting the best to go first.)  Suggestion for Facilitator: Use multiple colors of highlighter to underline or highlight the words that articulate S.M.A.R.T.  (FACILITATOR: You may want to share that Specific, Measureable, and Timely can literally be identified in the words in the goal. The collective words in the goal literally describe desired Results. However, attainable is a judgment that we cannot judge …only the school staff can judge this attribute because they know the whole story. This is why developing efficacy is critical.)  [14] Pose the question on the slide and facilitate a discussion (pair-share, table groups, or whole group …pick one)

of 5  Note: help participants understand that the “accountability” push, focus on school improvement, expectations regarding teacher performance, and increase demand for improved student achievement makes SMART goals even more important.

Closure for this segment  [15] Ask participants to consider the guiding question(s). o Facilitator: either move back to the “Segment Guiding Questions” slide or list the guiding questions on chart paper for participants.  Guide participants to their Action Plan. Ask participants to THINK & make notes in the column labeled “Strategies/Ideas” regarding connection between our discussions today and the “Research-Based Critical Behaviors.” Instruct participants to list at least THREE things they are already doing, have learned today, or may apply from other sources. NOTE: Inform participants that they will engage in this activity at the end each segment throughout this training. Follow-up Strategies for this Segment (Coaching Bundle)  Use the Research-Based Critical Behavior listed in the Action Plan to engage the principal about his/her implementation of those behaviors. You might you pose the following questions to help ensure the principal has a clear picture of the desired end result. o What is meant by xxx? o What would it look like when that is implemented effectively in your school? o What would it sound like, in terms of teacher talk? o What is your vision? What impact can these behaviors have on school culture?  Use the article/reading to engage the principal in deeper learning or clarifications. Discuss how to apply the concepts in his/her school, and/or how the ideas inform the action plan.  Based on the principal’s level of expertise, choose one of the books used as a resource for the workshop and recommend that specific book as a book study. You may want to select one or two chapters and/or specific pieces of texts for follow-up dialogue with the principal.  Use the reflection and discussion questions with participants to reinforce the application and successful implementation of concepts. The items presented here provide a start; facilitators and coaches are encouraged to provide additional and/or modified questions. Individual Reflection Questions for Coaching  How did you establish SMART goals within your school improvement plan?  What procedures do you have in place to “check” that learning team SMART goals aligned with school goals.  How have you made SMART goals a priority in your school?  Share your perception of the impact of SMART goals on the focus of teachers in the classroom. Group Discussion Questions for Online Forum  Describe how you have ensured align between district priorities and school SMART goals  Describe how you engaged staff in evaluating the quality of your school goals? How SMART are they?  Share how you have connected school SMART goals, team SMART goals, and teacher priorities.

of 5 Conclusion & Development of an Action Plan Time Allotment: 20 minutes Material: Action Plan for Planning SMART Goals FACILITATOR: Most modules/workshops focus on ONE VAL-ED research-based critical behavior, which is in bold on the action plan. Typically, approximately 4 research-based critical behaviors are included on the action plan. This set of VAL-ED research-based critical behaviors typically represent one key process managing one core component that is a focus of the workshop. In other words, they represent multiple components of the systems thinking approach to implementing the core component.  [16]Review the Targeted Objectives and Research-Based Critical Behaviors. o Connect each item to an activity that was designed to develop participants’ understanding and application of that critical behavior, guiding question, and/ or objective.  Ask participants to REVIEW what they have learned through this workshop (notes in the column labeled Ideas/Strategies). o Facilitator: Participants were asked to make notes in this column at the closure of each segment. Ask participants to ensure they have recorded 2-4 most significant learnings / confirmations per critical behavior (row). o Optional Pair Share: Ask participants to refer back to the column label Current Reality, and describe how their comprehension of the research-based critical behaviors has grown.  Now ask participants to complete the last two columns of the Action Plan. Explain to participants that they are to describe Next Steps by answering all three questions and then record their Action Plan by describing who will do what by when. FACILITATOR: Principals who are provided a leadership coach will be engaged in follow-up conversations about the workshop and action. o Encourage participants to take out their calendars and list deadlines on their calendar. o Suggest that after completing each column, participants review their Action Plan form horizontally to ensure ideas are connecting. o ALSO, suggest that they review their action plan to ensure it includes measurable/observable actions.  [17] In table groups (in a round robin format), ask each participant to share one new learning and describe how they will apply it in their job. Emphasize that each person must have ONE unique item to share …no repeat ideas. Participant Feedback  [18] Distribute handout: Participant Feedback  Review the Participant Feedback form and emphasize the importance of this feedback for grant research and to improve workshops in the future.  Ask participants to complete the Participant Feedback form Follow-up Strategies for this workshop (Coaching Bundle)  Use the Instructional Leadership Model to engage the principal in a conversation about systems thinking applied to the concepts of this workshop.  Coaches are expected to ask to see the Action Plan and discuss each section: Research-Based Critical Behaviors, Ideas/Strategies, Next Steps, & Action Plan  Use reflective questioning to engage the principal in a conversation to clarify learning and application possibilities.  Use questioning strategies and push principal to provide evidence that the new learning is being applied in the school and confirm implementation of the action plan.  Engage the principal in reflective dialogue about his/her professional growth resulting from participation in this workshop and/or implementation of the action plan.