3+Smart+Goals

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.
 * [[image:600SMART.jpg width="648" height="399"]] ||
 * S pecific and S trategic, M easurable, A ttainable, R esults-Orientated, T ime-Bound ||
 * **Step 1:** Student learning assessment data.  May include tests, classroom observations, surveys, rubrics,

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

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 3:** The curriculum expectations which relate to student learning needs.  What overall/specific expectations are being addressed?

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

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 5:** Begin to draft the SMART goal.  Use the language of your curriculum expectations and instructional practice to frame your goal.

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 6:** Decide upon the assessment tools to measure the improvement in student learning.  Assessment tools may include tests,

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 7:** Decide upon the targets to measure the improvement in student learning.  Targets are related directly to all indicators, i.e.

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