Goal and Target Setting - What’s my role? Module 3.

Goal and Target SettingGoal and Target Setting- What’s my role?- What’s my role?

Module 3

Goal and Target SettingGoal and Target Setting- What’s my role?- What’s my role?

The aim of this activity is:The aim of this activity is:

To draw attention to the links To draw attention to the links between goal setting and target between goal setting and target setting and improved learning setting and improved learning outcomes.outcomes.

Other aims of this activity Other aims of this activity include:include:

Showing how classroom goals Showing how classroom goals and targets sit within school and targets sit within school goals and using one of our goals and using one of our school goals to demonstrate school goals to demonstrate what this means in practice what this means in practice

Showing how we can maximise Showing how we can maximise our efforts by working together our efforts by working together as a school teamas a school team

Today’s activity will Today’s activity will consist of:consist of: A general introduction to the concepts being A general introduction to the concepts being

exploredexplored A paired activity during which you will have A paired activity during which you will have

the opportunity to focus on one of our school the opportunity to focus on one of our school goals and what led to it being chosen as a goals and what led to it being chosen as a school goalschool goal

A small group activity which will review the A small group activity which will review the processes we have in place to monitor how processes we have in place to monitor how we are going in regard to achieving this goalwe are going in regard to achieving this goal

A band level/faculty group activity designed A band level/faculty group activity designed to consolidate our efforts as a staff teamto consolidate our efforts as a staff team

IntroductionIntroduction The top priority for schools is The top priority for schools is

improving student learning improving student learning outcomesoutcomes

Every goal, whether it is Every goal, whether it is generated by the school, by a generated by the school, by a teacher, or by a group or faculty, teacher, or by a group or faculty, needs to relate to this priorityneeds to relate to this priority

Goals are broad Goals are broad statements such as:statements such as:

‘‘Increase the level of literacy Increase the level of literacy across the school’across the school’

‘‘Increase the level of literacy Increase the level of literacy within my classroom’within my classroom’

‘‘Increase the level of literacy Increase the level of literacy among year 9s’among year 9s’

Targets answer some of these Targets answer some of these questions.questions.

Targets are more specific than goals Targets are more specific than goals and have a quantifiable element.and have a quantifiable element.

An example of a junior primary target:An example of a junior primary target:

After 4 terms at school, children After 4 terms at school, children who have been identified through who have been identified through the School Entry Assessment (SEA) the School Entry Assessment (SEA) as being in the early/initial stages as being in the early/initial stages of the continuum have made more of the continuum have made more progress along the continuum than progress along the continuum than the general cohort.the general cohort.

An example of a primary target:An example of a primary target:

By year 7, 90% of our year 5 students By year 7, 90% of our year 5 students who have been identified through the who have been identified through the state literacy tests to be in the two state literacy tests to be in the two lowest skill bands will have made more lowest skill bands will have made more than two years’ progress in their than two years’ progress in their literacy development.literacy development.

An example of a secondary target:An example of a secondary target:

Between year 8 and year 12 there is Between year 8 and year 12 there is an annual 10% decrease in the an annual 10% decrease in the number of students who respond number of students who respond negatively to the following question:negatively to the following question:

‘‘Maths lessons are dull and boring,’ Maths lessons are dull and boring,’ and a 10% annual increase in and a 10% annual increase in positive responses to:positive responses to:

‘‘I understand how the Maths I learn I understand how the Maths I learn at school can be used in the real at school can be used in the real world.’world.’

In order to achieve a particular goal In order to achieve a particular goal the staff and the school community, the staff and the school community, including students, need to set a including students, need to set a manageable number of targets and manageable number of targets and clarify individual or group clarify individual or group commitment towards achieving these commitment towards achieving these targets.targets.

How will I contribute to the How will I contribute to the achievement of these targets?achievement of these targets?

In collaboration with others, each In collaboration with others, each staff member needs to take staff member needs to take responsibility for achieving one or responsibility for achieving one or more specific targets.more specific targets.

In individual classroomsIn individual classroomsIn year groups/facultiesIn year groups/facultiesFor the schoolFor the school

It’s far better to:It’s far better to: Set and action a small number of Set and action a small number of

key goals with explicit targets key goals with explicit targets and observe an improvement and observe an improvement

Than to:Than to: Set many goals and achieve Set many goals and achieve

little.little.

TAKING A CLOSER LOOK AT TAKING A CLOSER LOOK AT ONE OF OUR SCHOOL GOALSONE OF OUR SCHOOL GOALS

Activity 1 - ‘Where are we Activity 1 - ‘Where are we heading and why?’heading and why?’

Activity 1 (continued)Activity 1 (continued) With the person next to you:With the person next to you:

Discuss your understanding of what we want Discuss your understanding of what we want to achieve through this goal. Do you differ to achieve through this goal. Do you differ significantly in your understandings?significantly in your understandings?

As a whole staff group:As a whole staff group:- Brainstorm the values that underpin this Brainstorm the values that underpin this

goal.goal.- Why was this goal set?Why was this goal set?- What is the timeframe for this goal and do What is the timeframe for this goal and do

you think it is realistic?you think it is realistic?- What data/evidence was used to generate What data/evidence was used to generate

this goal as a priority?this goal as a priority?

Activity 2 - Activity 2 - ‘Keeping track of ‘Keeping track of success’success’

1.1. In working towards the achievement of this goal, are In working towards the achievement of this goal, are there clear points at which you can assess progress, there clear points at which you can assess progress, reflect on the effectiveness of strategies being used and reflect on the effectiveness of strategies being used and set new directions? If not, suggest when and how this set new directions? If not, suggest when and how this should occur.should occur.

2. What evidence of success will you be looking for at the 2. What evidence of success will you be looking for at the next reflection point?next reflection point?

3.3. How does this evidence differ from the reasons How does this evidence differ from the reasons (baseline data) for setting the goal? The difference (baseline data) for setting the goal? The difference between the two shows progress/distance travelled and between the two shows progress/distance travelled and the results of team effort.the results of team effort.

4.4. Do the monitoring processes help you personally gain a Do the monitoring processes help you personally gain a sense of how well your school team is progressing in the sense of how well your school team is progressing in the achievement of this goal? If not, what would be helpful?achievement of this goal? If not, what would be helpful?

Activity 3 - Activity 3 - ‘Contributing to success’‘Contributing to success’

Personal contributionsPersonal contributions What needs to change?What needs to change? Asking for supportAsking for support Collecting data along the wayCollecting data along the way Helping out with the monitoring Helping out with the monitoring

of progressof progress