Step-By-Step SMART Goal Process - TEACHERS

*Adapted for Kentucky from Stronge, J. H., & Grant, L. W. (2009). Student achievement goal setting: Using data to improve teaching and learning. Larchmont, NY: Eye on Education, Inc.

STUDENT GROWTH & Professional GOAL SETTING

Teacher
School
Administrator
Goal-Setting Conference / Content
The goal is being written around which grade/subject/level?
Context
  • What are the characteristics or special learning circumstances of my class(es)?
  • What are the demographics of my classroom?

Baseline Data
  • What are the learning needs of my students?
  • What are the assessments or evidence sources I will use?
  • Attach supporting data.

Student Growth Goal Statement
SMART goal criteria is used to formulate the goal.
Professional Growth Goal:
  • What professional development will help me accomplish my SLG? (D:4)
  • How will achieving my professional growth goal improve student learning and engagement? (D:3)
  • How has my self-reflection and assessment on Domains 1-4 informed this goal? (D:4)
  • How might I team with colleagues to successfully achieve my goal? (D:4)

Strategies for Improvement
What strategies will I incorporate into my methodology/professional practice?
Resources and Support:
What resources and support do I need to meet my Professional Growth Goal?
  • Teacher Signature:
/ Date:
Mid-Year Review / Collaborative Mid-Year Goal Review
  • What progress has been made?
  • Attach supporting data

Strategy Modification
  • What adjustments need to be made to my strategies?

Teacher Signature: / Date: / Administrator Signature: / Date:
Summative Conference / End-of-Year Data
  • What does the end of the year data show?
  • Attach data

Reflection on Results
  • Overall, what worked or what should be refined?

Professional Growth Plan Implications
  • How can I use these results to support my professional growth?

Teacher Signature: / Date: / Administrator Signature: / Date:

STUDENT GROWTH & Professional GOAL SETTING

Teacher / Anna Tate
School / Happy Valley Middle School
Administrator / Donald Espinosa
Content
  • The goal is being written around which grade/subject/level?
/ I have a total of 98 students in four heterogeneously grouped classes of 8th grade English.
Context
  • What are the characteristics or special learning circumstances of my class(es)?
  • What are the demographics of my classroom?
/ Twenty percent of my students have IEP’s in reading and writing. A collaborating teacher works with me daily. Seventy-three percent of the students at HVMS passed the on-demand writing assessment which has been identified as a school improvement area. Each teacher is expected to incorporate writing into the curriculum.
Baseline Data
  • What are the learning needs of my students?
  • What are the assessments or evidence sources I will use?
  • Attach supporting data.

Strategies for Improvement
  • What strategies will I incorporate into my methodology/professional practice?

Student Growth Goal Statement
SMART goal criteria is used to formulate the goal.
Professional Growth Goal:
  • What professional development will help me accomplish my SLG? (D:4)
  • How will achieving my professional growth goal improve student learning and engagement? (D:3)
  • How has my self-reflection and assessment on Domains 1-4 informed this goal? (D:4)
  • How might I team with colleagues to successfully achieve my goal? (D:4)

Resources and Support:
  • What resources and support do I need to meet my Professional Growth Goal?

Teacher Signature: / Date: / Administrator Signature: / Date:
Mid-Year Review / Collaborative Mid-Year Goal Review
  • What progress has been made?
  • Attach supporting data

Strategy Modification
  • What adjustments need to be made to my strategies?

Teacher Signature: / Date: / Administrator Signature: / Date:
Summative Conference / End-of-Year Data
  • What does the end of the year data show?
  • Attach data

Reflection on Results
  • Overall, what worked or what should be refined?

Professional Growth Plan Implications
  • How can I use these results to support my professional growth?

Teacher Signature: / Date: / Administrator Signature: / Date:
Student / Audience & Purpose / Idea
Development / Organization & Structure / Average
Student 1 / 2 / 2 / 1 / 1.67
Student 2 / 3 / 3 / 4 / 3.33
Student 3 / 1 / 1 / 1 / 1
Student 4 / 2 / 2 / 1 / 1.67
Student 5 / 3 / 2 / 2 / 2.33
Student 6 / 3 / 2 / 2 / 2.33
Student 7 / 2 / 1 / 1 / 1.33
Student 8 / 1 / 1 / 1 / 1
Student 9 / 3 / 3 / 3 / 3
Student 10 / 2 / 2 / 1 / 1.67
Student 11 / 3 / 2 / 2 / 2.33
Student 12 / 3 / 3 / 3 / 3
Student 13 / 1 / 1 / 1 / 1
Student 14 / 3 / 3 / 4 / 3.33
Student 15 / 3 / 2 / 2 / 2.33
Student 16 / 2 / 2 / 2 / 2
Student 17
(no response) / 0 / 0 / 0 / 0
Student 18 / 3 / 3 / 2 / 2.67
Student 19 / 3 / 3 / 4 / 3.33
Student 20 / 2 / 1 / 1 / 1.33
Average / 2.25 / 1.95 / 1.9

Anna’s Mid-year
Reflection on Strategies

Goal Strategy / Progress
Implement writer’s notebook for student writing practice, especially developing ideas, and writing to specific audiences for specific purposes. / Students are writing almost daily in writer’s notebooks using prompts and free writes. Students self-assess their entries using the idea development portion of the rubric. Formative assessment data shows that students still have a difficult time developing effective ideas.
Implement peer response groups. / Students have been introduced to peer response groups and have had several opportunities to give and receive feedback. Students still need to improve their ability to make effective revisions to their writing.
Students analyze organizational structures of modes of writing and apply to their own writing. / With guidance, students understand characteristics of narrative, informational/explanatory, and argumentative writing, but when provided a task for writing, have trouble applying this understanding.

Anna’s Mid-year
Reflection on Strategies

Goal Strategy / Adjustments to Strategies
Implement writer’s notebook for student writing practice. / I will incorporate opportunities for peer response groups to write collaboratively using writer’s notebook activities, assessing specifically for idea development using rubric criteria.
Implement peer response groups. / I will model decision-making about suggested revisions as students provide feedback on my writing samples. I will provide students more intentional practice making revisions to their writing and allow them to share those revisions in peer response groups.
Analyze modes of writing. / I will model thinking aloud, and ask students to do the same, to think though characteristics expected for narrative, informational/explanatory, and argumentative writing.
Incorporate digital writing opportunities. / I will incorporate opportunities to students to write for specific audiences and purposes using digital technologies. Students will collaborate to write, share ideas and will provide and receive feedback using digital tools.