Goals themselves don't drive school improvement. Goals that align to school improvement processes do. In More Than a SMART Goal, the authors go beyond simple goal setting and address how to properly use the SMART goal process to effect change.
To help increase the probability to success, the SMART goal process incorporates professional learning, leadership, shared responsibility for the goal, implementation, and monitoring of the implementation process. From using data to determine the district or school's greatest area of need to creating a SMART goal with a singular focus, this informative guide discusses how to set a data-informed, high-priority SMART goal.
- Supplies multiple strategies and processes designed to bring coherence and measurement to instructional planning
- Submits five effective guidelines for total system improvement
- Outlines a SMART process for professional learning
- Offers practical tools for sustained focus throughout professional development
The Power of SMART Goals shows readers how to transform their schools into places where every student is meeting and exceeding standards by shifting thinking to a focus on results. When goals are not used to prioritize efforts and resources, which in turn focuses behavior, people naturally return to the daily list of urgent problems, issues, crises, and new initiatives, ending each day feeling overwhelmed by the sheer volume of activities. Furthermore, goal setting is rarely used at the classroom level to improve rates of learning, even though they are powerful in improving achievement. This books premise is that by implementing SMART (Strategic and Specific, Measurable, Attainable, Results-based and Time-bound) goals, educators have the ability to transform their schools and classrooms into places where each and every student meets and exceeds standards. Before educators can embrace SMART goals, however, they must first focus their thinking on results. The authors present several frameworks for adult and student goal-setting and then discuss: the barriers to goal-setting and monitoring; how to keep goals alive through supportive systems, policies, structures, and skill-building; the role of assessment in goal-setting; the power of goals to improve curriculum, instruction, and assessment; the role of professional development practices in goal-setting and improvement; how to build capacity for goal-oriented thinking; and case studies from real schools that are turning challenges into opportunities for learning and improvement.
The Handbook for SMART School Teams is a comprehensive guide to forming, working in, and achieving results from school teams, and is written specifically for school teams. These teams might include grade-level teams, steering teams, school improvement teams, process improvement teams, and committees and task forces. The book begins with a foreword by Rick DuFour and Bob Eaker. It is important to note that this handbook is the perfect companion resource for a school that is seeking to become, or has already started the process of becoming, a professional learning community. SMART Schools is based on the same idea for school improvement as PLC that the focus of a school should be on student learning and that goals should be Strategic and specific, Measurable, Attainable, Results-based, and Time-bound. The book s foundation comes from W. Edwards Deming (the pioneer of quality improvement) and his theory of continuous improvement (Plan, Do, Study, Act). When an entire school community is thinking PDSA, learning and improvement become second nature and schools can move rapidly up the learning curve to understand how and why progress is (or is not) being made.
Who is responsible for student learning? Walk into an effective school and ask this question of anyone-a teacher, a student, the principal, a parent volunteer, a secretary-and you'll get the same answer: "I am." Shared responsibility is something school communities build from within. It's what happens when all school people accept that what they do makes a difference in how all students learn...when they have the knowledge they need to make informed decisions about the best way to promote learning...and when they have the skills and opportunities to translate their ideas into effective action. Anne Conzemius and Jan O'Neill present a practical framework for building shared responsibility within schools and school systems. They identify three critical components: * Focus--The common vision, mission, values, and expectations that provide clarity and lead to new levels of performance. * Reflection--The commitment to test assumptions, learn from data, and adjust practices accordingly. * Collaboration--The process of developing relationships where all work toward the same objectives and rely on each other to achieve their goals. Building shared responsibility for student learning is an ongoing activity--a journey and not a destination. This research-based resource provides a map in the form of effective structures, systems, processes, and policies. It explains how to set powerful goals and shares inspiring stories of educators who have embarked on this journey toward higher professional competency, increased staff satisfaction, rising test scores, and improved student results.