1. Collaboration and continuous learning are the focus.
Every educator is an active participant in the evaluation process.
Collaboration and continuous learning are the focus.
Every educator conducts an analysis of evidence of student learning, growth, and achievement.
Every educator conducts an assessment of practice against Performance Standards.
Every educator prepares to strategically identify professional practice and student learning goals.
Massachusetts Department of Elementary and Secondary Education 1

2. Intended Outcomes
At the end of this session, participants will be able to:
Identify characteristics of S.M.A.R.T. goals.
Translate student learning and professional practice goals into S.M.A.R.T. goals.
Review a sample Educator Plan that describes key actions and benchmarks.
Massachusetts Department of Elementary and Secondary Education

3. S.M.A.R.T. Goals S = Specific and Strategic M = Measurable
A = Action Oriented
R = Rigorous, Realistic, and Results Focused (the 3 Rs)
T = Timed and Tracked
Massachusetts Department of Elementary and Secondary Education

4. What Makes a Goal “S.M.A.R.T.”?
Individually:
Read Handout 1, What Makes a Goal “S.M.A.R.T.”?
Underline one phrase that you find most significant in the reading.
At your table:
Share your phrases.
Discuss the phrases that emerged and any insights about the document.
Identify one phrase as a table that you will share with the larger group.
Massachusetts Department of Elementary and Secondary Education

5. Smart Goals Professional Practice Student Performance
About you and your practice
“I will” and “we will”
Must be measurable; consider what evidence you will collect
Student Performance
About your students
“Students will”
Not about you and what you will do
Must be measurable

6. Smart Goals are not….. A legal requirement – ex: Comply with IEP
An expectation of the job – ex: I will consistently show up for work
An expectation in the rubric – ex: I will be in contact with parents
Too vague that they cannot be tracked and measured, or too difficult to track and measure - ex: My students will improve

7. Identifying S.M.A.R.T. Goals
During the school year, we will create a writing focused curriculum with an emphasis on expository writing. –Team Level
During the 2012–13 school year, our beginner ELL students will improve their English language proficiency as measured by a second administration of the district language proficiency assessment used to determine student placement at the beginning of the year. –Team Level
Students' math skills will improve for the MCAS. – Teacher Level
I will get better at classroom management. – Teacher Level
During the school year, I will learn about a flipped classroom, create flipped units for my class and evaluate the effectiveness of a flipped classroom. – Teacher Level
Work with a partner.
Determine if each of the four statements on Handout 2 are S.M.A.R.T. or if they need revision.
Revise one statement to make it S.M.A.R.T.er.
Massachusetts Department of Elementary and Secondary Education

8. Making a S.M.A.R.T. Goal S.M.A.R.T.er
S.M.A.R.T. Goal Statement +
Key Action Steps
Benchmarks (Process and Outcome)
Massachusetts Department of Elementary and Secondary Education

9. Educator Plan Development
Educator Plan Form
Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity
Action
Supports/Resources From School/District
Timeline/Benchmark or Frequency
Massachusetts Department of Elementary and Secondary Education

10. Teacher Educator Plan Example
Sample Professional Practice Goal for a Teacher: During the school year, I will learn about a flipped classroom, create flipped units for my class and evaluate the effectiveness of a flipped classroom.
Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity
Action
Supports From School
Timeline/Benchmark or Frequency
1. November 1 – December 3, I will participate in the Accept Collaborative Flipped Classroom PD
2. By December 15, I will observe other classrooms in the building who are working with a flipped model
3. January - April I will create three flipped units for my class
4. By May 1, I will ask for feedback from students and my supervisor about their perceptions of the usefulness of the implementation of my flipped class
Registration for the Flipped Class PD, maybe a sub to watch other classes with the flipped model, and feedback from my supervisor specifically about my flipped units.
September —sign up for Accept PD. Keep a notebook during the class
November – December – learn about flipped class and create first unit
Visit a flipped class at Keefe and record notes
Meet with flipped class teachers and share best practices - ongoing
*Evidence - Notes from Accept PD, flipped unit, website with flipped units, student feedback, self-reflection log
Massachusetts Department of Elementary and Secondary Education

11. Teacher Educator Plan Example
Sample Student Performance Goal for a Teacher: During the school year, ELL students will improve their content specific writing skills in Biology class.
Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity
Action
Supports From School
Timeline/Benchmark or Frequency
1. By October 1 – establish a baseline measurement of the writing ability of ELL students
2. October - January, assign daily writing assignments that vary in length
3. Observe 3 ELL classes and note best practices
4. February – assign a 3 page Biology specific writing task
5. March – conduct a formative assessment of writing ability
A sub to cover my class when I observe other classes; I might ask for PD about teaching ELL students or writing in the content area.
1. Assign writing tasks with varying degrees of length and skill to measure growth
2. Take notes on best practices when observing classes and implement them into my class
3. Progress monitor students and provide interventions as needed
4. Assess the level and degree to which the writing level of ELL students has increased
*Evidence - Keep a folder for 3 ELL students, one beginner, intermediate and higher, and collect samples of their writing throughout the year. Keep notes on class observations.
Massachusetts Department of Elementary and Secondary Education

12. Implementation Responsibility
Educator Responsibilities:
Identifying, collecting & organizing artifacts/evidence related to goal progress.
Documenting action steps completed.
Collecting and submitting artifacts.
Collecting and submitting evidence related to Standards III and IV.
Evaluator Responsibilities:
Making resources and supports available.
Observing practice and providing regular and specific feedback on performance.
Monitoring progress – including midpoint check-ins.
Massachusetts Department of Elementary and Secondary Education