Goal and Target Setting - What

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Goal and Target Setting- Whats my role?
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Module 3
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Goal and Target Setting- Whats my role?
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The aim of this activity is
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• To draw attention to the links between goal
  setting and target setting and improved learning
  outcomes.

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Other aims of this activity include
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• Showing how classroom goals and targets sit
  within school goals and using one of our school
  goals to demonstrate what this means in practice
• Showing how we can maximise our efforts by
  working together as a school team

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Todays activity will consist of
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• A general introduction to the concepts being
  explored
• A paired activity during which you will have the
  opportunity to focus on one of our school goals
  and what led to it being chosen as a school goal
• A small group activity which will review the
  processes we have in place to monitor how we are
  going in regard to achieving this goal
• A band level/faculty group activity designed to
  consolidate our efforts as a staff team

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Introduction
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• The top priority for schools is improving student
  learning outcomes
• Every goal, whether it is generated by the
  school, by a teacher, or by a group or faculty,
  needs to relate to this priority

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Goals are broad statements such as
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• Increase the level of literacy across the
  school
• Increase the level of literacy within my
  classroom
• Increase the level of literacy among year 9s

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• Targets answer some of these questions.
• Targets are more specific than goals and have a
  quantifiable element.

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• An example of a junior primary target
• After 4 terms at school, children who have been
  identified through the School Entry Assessment
  (SEA) as being in the early/initial stages of the
  continuum have made more progress along the
  continuum than the general cohort.

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• An example of a primary target
• By year 7, 90 of our year 5 students who have
  been identified through the state literacy tests
  to be in the two lowest skill bands will have
  made more than two years progress in their
  literacy development.

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• An example of a secondary target
• Between year 8 and year 12 there is an annual 10
  decrease in the number of students who respond
  negatively to the following question
• Maths lessons are dull and boring, and a 10
  annual increase in positive responses to
• I understand how the Maths I learn at school can
  be used in the real world.

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• In order to achieve a particular goal the staff
  and the school community, including students,
  need to set a manageable number of targets and
  clarify individual or group commitment towards
  achieving these targets.
• How will I contribute to the achievement of these
  targets?

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• In collaboration with others, each staff member
  needs to take responsibility for achieving one or
  more specific targets.
• In individual classrooms
• In year groups/faculties
• For the school

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• Its far better to
• Set and action a small number of key goals with
  explicit targets and observe an improvement
• Than to
• Set many goals and achieve little.

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Activity 1 - Where are we heading and why?
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• TAKING A CLOSER LOOK AT ONE OF OUR SCHOOL GOALS

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Activity 1 (continued)
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• With the person next to youDiscuss your
  understanding of what we want to achieve through
  this goal. Do you differ significantly in your
  understandings?
• As a whole staff group
• Brainstorm the values that underpin this goal.
• Why was this goal set?
• What is the timeframe for this goal and do you
  think it is realistic?
• What data/evidence was used to generate this goal
  as a priority?

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Activity 2 - Keeping track of success
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1. In working towards the achievement of this
goal, are there clear points at which you can
assess progress, reflect on the effectiveness of
strategies being used and set new directions? If
not, suggest when and how this should occur. 2.
What evidence of success will you be looking for
at the next reflection point? 3. How does this
evidence differ from the reasons (baseline data)
for setting the goal? The difference between the
two shows progress/distance travelled and the
results of team effort. 4. Do the monitoring
processes help you personally gain a sense of how
well your school team is progressing in the
achievement of this goal? If not, what would be
helpful?
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Activity 3 - Contributing to success
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• Personal contributions
• What needs to change?
• Asking for support
• Collecting data along the way
• Helping out with the monitoring of progress

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