1. Background  Teachers will already have a background on goal setting and what it means to create professional goals.  Teachers have made ongoing goals, and I meet with them on a monthly basis to discuss their goals and changes they have made.  By beginning this next step, I must feel teachers feel confident in creating goals themselves.

2. GOAL SETTING IN THE CLASSROOM Presenter: Tara Estep

3. Goals defined…  “Something that the person wants to achieve” Locke and Latham, 1990, p.2  SHARE  A personal or professional goal that you have achieved!  A professional goal that you are still working on.  What are your goals for today’s session?

4. Motivational effects of goal setting  Goals direct attention and action toward an intended target  Goals mobilize effort in proportion to the difficulty of the task to be accomplished  Goals promote persistence and effort  Goals promote the development of creative plans and strategies to reach them  Goals provide a reference point that provides information about one’s performance

5. Why Goals?  Goals provide standards for knowing how well one is doing, thus activating a self-evaluation process.  “Simply adopting a goal without knowing how one is doing, or knowing how one is doing in the absence of a goal, has no lasting motivational effect.” Bandura, 1997, p.128

6. Long Term Goals  Long term goals keep us directed toward our ultimate target  Long term goals help keep the larger picture in mind

7. You need short term goals to meet your long term goals…  Short Term goals are stepping stones to the long term goal  Without short term goals people fail to take the necessary steps to accomplish the long term goal  Together the short and long term goal will contribute to achievement and self regulation

8. Michael Jordan…  “I approach everything step by step....I had always set short- term goals. As I look back, each one of the steps or successes led to the next one. When I got cut from the varsity team as a sophomore in high school, I learned something. I knew I never wanted to feel that bad again....So I set a goal of becoming a starter on the varsity. That’s what I focused on all summer. When I worked on my game, that’s what I thought about. When it happened, I set another goal, a reasonable, manageable goal that I could realistically achieve if I worked hard enough....I guess I approached it with the end in mind. I knew exactly where I wanted to go, and I focused on getting there. As I reached those goals, they built on one another. I gained a little confidence every time I came through. “

9. How do we achieve these goals?  WITH COMMITMENT!  Goal Intensity Amount of effort that goes into formulating the goal  Goal Participation Students must participate in setting goals, and when assigning goals students must be able to accept them  Peer Influence Group cohesiveness increases commitment

10. What does this look like in the classroom?  Present tasks and assignments to students as goals to be accomplished.  Have students keep a record of goals set and their performance, so they can monitor their performance. Graph their performance so students can see progress.  Create a weekly or bi-weekly log where students are reflecting on work. Add it to portfolios.

11. How can I implement?  Teacher sharing:  Mrs. Moser will share about how her student portfolios and weekly student/teacher logs  Mrs. Shaffer will share about how she creates long and short term goals for the classroom  Mr. Smith will share student examples of his fifth graders setting math goals

12. Examples of how to use goals in the classroom!  http://www.gifted.uconn.edu/Siegle/SelfEfficacy/ GoalForm.html http://www.gifted.uconn.edu/Siegle/SelfEfficacy/ GoalForm.html  http://www.gifted.uconn.edu/Siegle/SelfEfficacy/J anuary.htm http://www.gifted.uconn.edu/Siegle/SelfEfficacy/J anuary.htm

13. More Examples…

14. Feedback is part of the process  Goals tell students what type of performance is to be attained, and a way of evaluating actions and efforts  Feedback is used to track progress in relation to the goals and adjust or self correct

15. It’s Time! Here are your PLANS for student goals… 1. Pick a goal 2. List ways to meet the goal 3. And make Notes 4. Sequence and organize notes

16. Having trouble getting a child to formulate goals? Try This!  Goal Interview—Ask students…  Tell or write a story about something they want for themselves  Tell why they want a particular thing  Tell how they will attain a goal  What could stop them from getting the goal  Tell about overcoming the obstacle

17. Video  http://www.youtube.com/watch?v=3ZXg4R8H7Qw http://www.youtube.com/watch?v=3ZXg4R8H7Qw

18. Upcoming Events!  http://www.informaworld.com/smpp/content~conte nt=a784754873~db=all http://www.informaworld.com/smpp/content~conte nt=a784754873~db=all  Check this article out! Read it before our next PLC so you can discuss with your group. Notice how goal setting ties in with self-efficacy.  I look forward to our upcoming goal setting meeting. At this meeting be ready to share how your classroom and students are goal setting.

19. Works Cited  Alderman, M. Kay (2008). Motivation for Achievement: 3 rd Edition, Library of Congress Cataloging in Publication Data, New York, NY.  http://www.informaworld.com/smpp/content~conte nt=a784754873~db=all http://www.informaworld.com/smpp/content~conte nt=a784754873~db=all  http://www.gifted.uconn.edu/Siegle/SelfEfficacy/s ection0.html http://www.gifted.uconn.edu/Siegle/SelfEfficacy/s ection0.html  http://specialed.about.com/od/worksheets/ss/goal setting_2.htm http://specialed.about.com/od/worksheets/ss/goal setting_2.htm