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Specific and Strategic, Measurable, Attainable, Results-Orientated, Time-Bound
Step 1: Student learning assessment data.
 May include tests, classroom observations, surveys, rubrics,
checklists, summaries, archives, and any other quantifiable data and information.
Because a SMART goal must be driven by improving the measurable degree of student learning and achievement.

Step 2: Specific, achievable and observable teacher skills, behaviours, attitudes and abilities.
 Focus in on instructional practice.
Because the primary factor to influence student learning and achievement is teacher effectiveness.

Step 3: The curriculum expectations which relate to student learning needs.
 What overall/specific expectations are being addressed?
The link between curriculum expectations and identified learning needs must be explicit, i.e. are we really improving learning
if we respond to an need which is not an actual and critical curriculum expectation?

Step 4: Revisit Steps 1 and 2.
 Does our student assessment data measure the intended curriculum expectation? What are the
specific and observable skills, behaviours, attitudes and abilities teachers will demonstrate to improve student learning?

Step 5: Begin to draft the SMART goal.
 Use the language of your curriculum expectations and instructional practice to frame your goal.
For example: CG1D: Students will improve their ability to evaluate various ways of ensuring resource sustainability in Canada by
using manipulatives and graphic organizers.

Step 6: Decide upon the assessment tools to measure the improvement in student learning.
 Assessment tools may include tests,
classroom observations, surveys, rubrics, checklists, summaries, archives, and any other quantifiable data and information.
For example: CGC1D: Students will use manipulatives and graphic organizers for the Unit 3 test in CGC1D to demonstrate their
ability to evaluate various ways of ensuring resource sustainability in Canada.

Step 7: Decide upon the targets to measure the improvement in student learning.
 Targets are related directly to all indicators, i.e.
course, participants, curriculum expectations, instructional practice.
For example: CGC1D: All teachers of CGC1D will use 2 manipulatives and 2 graphic organizers between February and June 2010
to improve Unit 3 test results from level 2 to level 3 so that students will improve their ability to evaluate various ways of ensuring
resource sustainability in Canada.

Step 8: Decide upon the explicit means to achieve the specified teacher and student learning outcomes.
 Select and plan
the specific learning activities for teachers and students clearly related to learning outcomes.