Understanding SMART Goals Transcript...Transcript: The second step is to write an initial goal...

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Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspireProgram.org For a complete list of references, refer to the On-Demand Module ‘Understanding SMART Goals.’

Understanding SMART Goals Transcript

1. Introduction to SMART Goals

Agreement

Transcript:

We all set informal goals for ourselves. We say we plan to clean the carpets, change the oil, and organize our desks, but by the time Sunday evening comes around we haven’t checked any items off our to-do list. There is a clear distinction between effective, formal goals and ineffective, informal goals. Discovering the difference between the two is the focus of this module. What was the last goal you made for yourself? How successful were you in reaching it?

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Goal Theory

Transcript:

Most likely if you created a goal that was specific, measurable, attainable, relevant, and time-bound, you were more successful in accomplishing it. Research in Goal Theory shows us that goals that embody these characteristics are more likely to lead to success (Locke & Latham, 2005). Goals that are vague or unrealistic are generally less effective. When it comes to schooling, educators and students set goals all of the time. Often as teachers we help students set personal goals for improving academically or modifying behavior. In other instances we may be on committees where we set goals for our schools. Finally, we may even set professional development goals for ourselves. Setting effective goals is not only an important skill for us to have; it can have a lasting positive impact for our students, schools, and communities. Let’s learn a bit more about creating an effective goal for a student.

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2. Gather Information

Who needs goals?

Transcript:

One of the first questions we should ask is: for whom should goals be created? Goals can be set for any student, and in any area that needs development or focus. Goals are regularly set for students with individualized education programs and learning contracts. Whole-class goals and individual student goals can be created to help guide improvement in academics or behavior. Bottom line: any student or classroom can and should have goals to help direct and guide improvement. An important follow up question is: who should create these goals? Research demonstrates that goals can be successfully made for someone or made collaboratively with someone (Locke & Latham, 2006). In addition, students can be taught to create their own goals. Therefore, depending on your comfort level and school expectations, you can collaboratively set individual and whole-class goals with students, parents, and other teachers.

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Gathering Information

Transcript:

Let’s take a look at the steps for creating an effective goal. Step one is to gather pertinent information that will help us craft an individualized goal statement (Farr, 2010). You can gather information on academic data, student mindsets, student interests, and pathways to opportunity. Click on each type of information for a detailed description.

Academic Data

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Interests

Traits and Mindsets

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Pathways

Writing Goal Statements: SMART Criteria

Transcript:

The second step is to write an initial goal statement based on what you learned about the student. The goal statement should be informed by information gained in Step 1.

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3. Creating SMART Goals

Transcript:

S stands for specific. Goals should be very clear and explicit in stating what skill, behavior, or knowledge outcome will be attained. Research has shown that “specific, high goals lead to a higher level of task performance than do easy goals or vague, abstract goals…” (Locke & Latham, 2006, p. 265). Let’s take a look at two sample goal statements. [Pause.]

As you can see, both of these goal statements leave no doubt as to what the student is to accomplish. They specifically outline a vision of what each student will be able to do, to what degree, and by what time.

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Create a SMART Goal

Transcript:

The third and final step is to evaluate that initial goal statement using the SMART criteria. SMART stands for specific, measurable, attainable, relevant, and time-bound. While other acronyms besides SMART can be used, these five elements embody what we know to be effective when setting goals, and will help ensure greater success in achieving them (Farr, 2010; Klein, et. al, 1999; Locke & Latham, 2006; Schmoker, 1999). Let’s quickly look at each criterion.

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Connection

Transcript:

You may have noticed that there is a connection between the types of information we originally gathered about the student and the SMART criteria. This table demonstrates how the information gathered in step one of our process connects to the five criteria of SMART goals.

Measurable

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Transcript:

The next criterion is M, which stands for measurable. The ability to measure one’s progress and ultimate accomplishment of a goal is important. Knowing when you’ve reached your goal and how you can prove it are important parts of a goal statement because they clarify what success will look like. Furthermore, measuring one’s progress is part of getting feedback, which is helpful in accomplishing a goal. Feedback communicates how far someone has come and how much further they have to go, which can be motivating to a student. Let’s take a look at those two goal statements again. As you can see, both of these goals have quantifiable measurements to clearly identify if and when students have successfully met the goal. One states that the student will read the sight words list with 100% accuracy. The other says that the student will have three or fewer spelling and grammatical errors on his final draft.

Attainable

Transcript:

The next criterion is A, which stands for attainable. Goals must strike the balance of both being ambitious and feasible. Goals that are too easy aren’t motivating and may not generate the same feelings of success or accomplishment. However, unrealistic goals can be damaging to students’ self-esteem and overall motivation. Knowing and creating the correct equilibrium between “ambitious” and “attainable” can be difficult. A thorough knowledge of your students and general experience in your grade level and content areas will help you meet this criterion. You can also consult with veteran master teachers to help strike this balance.

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Looking back at our goal statements, we can see why the teacher might think this is an attainable goal for Jane. She knows that students in her grade generally reach list #5 by December and that Jane in particular is on list #3 and could feasibly reach the December deadline if she worked hard. The teacher might think this is an attainable goal for Mark because Mark may already be focusing only on editing, and with the right supports and interventions could reach this benchmark.

Relevant

Transcript:

R is for relevant, which is our next criterion. Goals must be meaningful and hold purpose for those trying to accomplish them (Locke & Latham, 2005). Relevance and purpose help increase one’s belief that the goal is important, which increases one’s commitment to it (Klein, et.al, 1999) If you are a teacher who is setting goals for your students, it is important that they are meaningful and that the students and families view them as such. Many teachers believe in helping students set their own goals in order to build investment and ensure relevance. If we were to look back at our two examples, it may not be apparent how or why these goals are relevant to our students. However, it is possible that sight word list #5 might be the list that is the turning point for Jane being able to read 50% more of the books in the classroom library independently. Or, maybe mastering that list moves her to another level of books that she can now read independently. Again, it is important that Jane, and any student, sees and believes in the personal relevance of their goals. If this is not established, motivation and investment will be adversely affected. For Mark, it is possible that he scored lowest on conventions on school and state-wide writing assessments. By meeting this goal, he may be able to increase his overall scores.

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Furthermore, reading and writing are modes of communication that are transdisciplinary. These goals could be meaningful for students because they impact their grades and progress in multiple subject areas.

Specific

Transcript:

S stands for specific. Goals should be very clear and explicit in stating what skill, behavior, or knowledge outcome will be attained. Research has shown that “specific, high goals lead to a higher level of task performance than do easy goals or vague, abstract goals…” (Locke & Latham, 2006, p. 265). Let’s take a look at two sample goal statements. As you can see, both of these goal statements leave no doubt as to what the student is to accomplish. They specifically outline a vision of what each student will be able to do, to what degree, and by what time.

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Time-Bound

Transcript:

The last criterion is T for time-bound. Creating a deadline increases a goal’s effectiveness because it adds specificity and measurability. It may also provide guidance on when progress can and should be measured (Johnson, Moore, & Thornton, 2014). Deadlines increase one’s sense of urgency and motivation around the goal. In our two examples, it may not be clear when Jane or Mark’s teacher set these goals, but it is absolutely clear by what date both of these students should reach their goals. Goals with deadlines help teachers establish appropriate benchmarks to check progress towards the goal. Jane’s progress might be monitored weekly or bi-weekly. Mark might be monitored on final drafts for classroom assignments and on school or district assessments.

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Conclusion

Transcript:

Even though creating effective goals using the SMART criteria may be a new skill for many teachers, you bring a wealth of knowledge about your students, content area, and grade level. Setting more effective goal statements can help focus the attention and efforts of teachers, students, parents, and the community. Effective goals inform teachers about whether they are helping each student progress efficiently on his or her own educational path.

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4. Practice

Scenarios

Transcript:

Let’s practice making effective goal statements by exploring and working with a student. Please click on one of the two students to begin.

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Jason's Case Study (2nd grade)

Case Study Introduction

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Gather Information

Transcript:

Click on each tab to access information that will inform Jason’s goal. This information is important because it will clarify which individualized goals are appropriate for him.

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Long-Term Traits

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Interests/Motivations

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Pathways

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SMART Practice 1

Transcript:

Now that we’ve learned more about Jason and gathered some important information, let’s begin to create goals for him. You will have three different opportunities to apply your knowledge on creating effective goals.

The first goal that Jason’s teacher made for him is: Jason will learn all of the long vowels. Using the SMART goals resource, evaluate this goal statement using the criteria. Check each criterion it meets.

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Resource

Feedback

Transcript:

Highlighted are the criteria met by the goal. Click on each criteria to read why it was or was not met by the goal.

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S

M

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A

R

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T

SMART Practice 2

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SMART Practice 3

Rose's Case Study (8th grade)

Case Study Introduction

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Gather Information

Transcript:

Click on each tab to access information that will inform Rose’s goal. This information is important because it will clarify which individualized goals are appropriate for her.

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Long-Term Traits

Interests/Motivations

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Pathways

SMART Practice 1

Transcript:

Now that we’ve learned more about Rose and gathered some important information, let’s begin to create effective goals for her. You will have three different opportunities to apply your knowledge on creating effective goals. The first goal that Rose’s teacher set for her is: Rose will correctly answer 38 or more addition and subtraction problems on a 40-question test.

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Using the SMART goals resource, evaluate this goal statement using the criteria. Check each criterion it meets.

Resource

Feedback

Transcript:

Highlighted are the criteria met by the goal. Click on each criteria to read why it was or was not met by the goal.

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S

M

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A

R

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T

SMART Practice 2

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SMART Practice 3

Conclusion

Transcript:

Creating effective goals is important because they provide a focus for all of our actions and efforts when working with students. Whether or not students meet these goals can have serious implications for their futures. We write effective goals so that all stakeholders can work with urgency and efficiency for the benefit of our students.

Understanding SMART Goals Transcript...Transcript: The second step is to write an initial goal...

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Transcript of Understanding SMART Goals Transcript...Transcript: The second step is to write an initial goal...