Exemplar S.M.A.R.T. Goals INTRODUCTION This collection of exemplar S.M.A.R.T. goals includes student learning goals and professional practice goals for teachers, specialized instructional support personnel, and administrators. Created by Massachusetts educators during ESE-facilitated workshops in Spring 2013, these goals focus on aspects of practice and student learning, including but not limited to: curriculum and assessment development student performance on revised MA Curriculum Frameworks collaborative learning and support leadership skills differentiated instruction promoting health and wellness community engagement strategies PURPOSE of EXEMPLAR S.M.A.R.T. GOALS These exemplar S.M.A.R.T. goals span multiple topics and measures and include individual and team goals one to three years in duration. The variety reflects the diversity of foci across individual educators, schools, and districts, and underscores the importance of crafting goals that are targeted and relevant to the individual educator or team of educators. These goals are intended to serve as a valuable resource to guide—not prescribe—the goal development process for others. ESE PROTOCOL for GOAL DEVELOPMENT A description of the process, protocol, and templates used in the ESE workshop on S.M.A.R.T. goal development are available on ESE’s website at . Districts and schools may use both the exemplar goals and the protocol as resources in supporting educators to develop targeted, concrete S.M.A.R.T. goals for educator evaluation. ESE thanks the following Massachusetts educators for their participation in the development of this valuable resource. Jennifer Agnese Kevin Andriolo Therese Caccavale Dawn Carney Marissa Castello Robin Cichetti Jessica Clifford Judith Cournoyer Patrick Daly Linda Davis-Delano Mary DeLai Valerie Diggs Rebecca Duda Sarah Dugan Mary Ellen Dunn Jeanne Dyer Stacey Faris Janet Forte Jodi Fortuna Tiesa Graf Sandra Guryan Sandy Kelly Noa Lai Lisa Leach Lisa Lineweaver Kathy Lobo Meghan McCombs Jennifer Milia Helen O’Donnell Marjorie Osherow Robert Putnam Karen Raimo Gaby Richard-Harrington Kristan Rodriguez Eugene Roundtree Chris Louis Sardella Mary Shapiro Nicole Sherf Christine Soverow Joan Struzziero Judith Styer Caroline Tucker Coleen Walsh Antoinette Young
ARTS (Music) Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Professional Practice S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: District Music Teacher Staff In order to improve student motivation, engagement, and performance on grade level standards associated with Standard I: Singing Alone and with others a varied repertoire, district music staff will develop and administer pre- and post performance assessments in grades 2 and 5. One hundred percent of grade 2 and grade 5 students will participate in the pilot; seventy percent of participating students will demonstrate improvement in meeting grade level standards at the second administration (post-test). Goal Duration: 1 year Individual Team: District Music Teacher Staff In order to develop and institutionalize accurate measures of student progress for Standard I: Singing Alone and with others a varied repertoire, district music staff will develop and administer research-based pre- and post performance assessments in grades 2 and 5 aligned to grade level standards. We will assess the utility and effectiveness of these assessments by the end of the year and make necessary adjustments for Year 2. Goal Duration: 1 year ARTS (Music) Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: Music Teacher & Grade 2 Teachers In order to improve students’ writing and memory skills needed to understand sequence of story lines and music, I will work collaboratively with Grade 2 teachers on identifying structures in composition of stories and songs. By the end of one year, 100 percent of grade 2 students will have composed a book which includes three song tales learned in music class and one original song tale, and 75 percent of the students will have successfully completed this task with 90 percent accuracy. Goal Duration: 1 year ARTS (Fine Arts)
Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Professional Practice S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: Mentor/Mentee Using the Standards and Indicators of Effective Teaching Practice, I will assist one new teacher in using data from a diagnostic spelling test (i.e. Barnell-Loft) to identify students a year or more below grade level and support the new teacher in providing data driven, direct instruction leading to growth of a year or more as measured by the assessment. Note: This is a student learning goal for a mentor that directly supports a new teacher working toward his/her student learning goal. Goal Duration: 1 year Individual Team: Teacher mentors Based on Standards and Indicators of Effective Teaching Practice, mentors will strategically support new teacher needs in gathering at least 12 artifacts, three during each quarter, that illustrate effective instruction within each of the four Standards, as measured by a mentee’s completed professional portfolio by the evaluation cycle. Goal Duration: 1-2 years PHYSICAL EDUCATION Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Professional Practice S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: In order to meet the learning needs of all students, I will utilize data from formative unit assessments to identify students below performance standards for that unit, and design practice opportunities and activities such that at least 50% of those students reach proficient performance levels by the end of the unit. Goal Duration: 1 year Individual Team: In order to more effectively differentiate instruction to meet the needs of individual students, I will formatively assess student performance in at least one topic covered in MA CF Standard 2: Physical Activity and Fitness (topics include: Motor Skill Development, Fitness and Personal and Social Competency). I will then analyze the data and use the results to make adjustments to at least two subsequent lesson plans within a given unit. My goal is to implement this assessment process in at least three units during the school year. Goal Duration: 1 year READING SPECIALIST*
ADMINISTRATORS PRINCIPALS/ASSISTANT PRINCIPALS/DIRECTORS Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Professional Practice S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: School-level administrator team As a school we are determined to close achievement gaps and have students who entered at-risk or off-risk leave us on-track and proficient. So, as an admin team, our goal is to have 80% of 4th graders who entered “at risk” on DESE early warning indicators gain ≥ 1.5 points on the 4 point rubric for our newly developed CCSS-aligned E0Y math performance tasks. Goal Duration: 1 year Individual Team: All school-based administrators As school-based administrators, we will support teacher teams associated with core subjects in each grade to develop a comprehensive assessment system comprised of rigorous mid- and end-of-year performance tasks that will be useful in instructional decision-making and educator evaluation. Drafts of each assessment system will be ready to pilot by January 15th, with analysis of the assessments’ utility and effectiveness completed by June 15th. Goal Duration: 1 year SCHOOL BUSINESS ADMINISTRATORS Student Learning S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Professional Practice S.M.A.R.T. Goal Check whether goal is individual or team; write team name if applicable. Individual Team: district administrator team Over a three year period, I will help to improve academic performance of students on the economic margin (those who do not qualify for free and reduced lunch but are still economically challenged), as measured by math and ELA assessment scores, by increasing their participation in the school lunch program by 5 percent. Goal implementation will be scaffolded by school year: elementary students: 2013-2014; middle school students: 2014-2015; high school students: 2015-2016. Goal Duration: 3 years Individual Team: By 2015 (two years), I will develop and publish a budget plan through a collaborative and transparent process that (a) includes a comprehensive analysis linking spending to student outcomes, and (b) better communicates how resources are allocated in support of district goals to improve student achievement, as measured by stakeholder involvement in quarterly meetings, website traffic, and an annual survey of parent and community stakeholders. Goal Duration: 2 years