March 2015 02/03/15_15965 Performance and Development for Teachers in NSW Public Schools Goal Setting Professional learning for teachers and school leaders is one of the most effective strategies for improving student outcomes. It is recommended that teaching staff consider setting professional goals to improve their teaching practice Identify and plan professional learning needs 6.1.1 6.1.2 6.1.3 6.1.4 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in learning needs. Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues in identifying and achieving personal development goals, and pre-service teachers in improving classroom practice. Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers. Engage in professional learning and improve practice 6.2.1 6.2.2 6.2.3 6.2.4 Understand the relevant and appropriate sources of professional learning for teachers. Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities. Plan for professional learning by accessing and critiquing relevant research, engage in high-quality targeted opportunities to improve practice, and offer quality placements for pre-service teachers where applicable. Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. NSW Department of Education and Communities | Performance and Development for Teachers in NSW Public Schools www.dec.gov.nsw.edu.au 1 Goal setting has yet to become personal, real and compelling for us in our daily lives in schools. As a result we are missing one of the most powerful tools for helping students achieve. The loss to adults is just as profound. We are missing the opportunities to experience empowerment, efficacy, and… ‘joy in work.’1 The basis for goal setting The Great Teaching, Inspired Learning blueprint for action requires all teachers to have a professional learning plan that is aligned to the Professional Teaching Standards, career aspirations and teacher development and school priorities. A teacher’s goals, and collaboratively-developed professional learning support, must take into account: ■■ ■■ system priorities, such as new syllabuses school priorities, such as strategic directions and whole school professional learning plan ■■ personal teaching and career aspirations ■■ accreditation requirements, where applicable. Setting, monitoring and reviewing goals – three simple questions ■■ ■■ ■■ Where am I going? What are the goals? How am I going? What progress is being made toward the goals? Where to next? What do I need to do to achieve my goals? Teachers can document, in collaboration with their supervisor, short-term strategies that will directly support them to achieve their goals over the course of the performance cycle. This may include teaching strategies, capacity building, collaboration and professional learning. Teachers will also need to clearly nominate a range of evidence that will demonstrate the achievement of their performance and development goals. An agreement between the teacher and supervisor should be reached about what will constitute success (and what the evidence will look like to demonstrate impact). 1 ww.nswteachers.nsw.edu.au/current-teachers/how-to-get-proficient-teacherw accreditation/collect-samples-of-your-work/ Using SMART to set goals S Specific M Measureable A Actionable/ Achievable ■■ Specifically define what the teacher is expected to do/deliver. ■■ Avoid generalities and use action verbs as much as possible. ■■ The level of detail should reflect the teacher’s experience and autonomy in the role. ■■ ■■ ■■ ■■ R Realistic/ Relevant ■■ ■■ T Time-bound ■■ Identify how success will be measured - usually stated in terms of quantity, quality, timeliness or cost. Can the teacher successfully complete this goal with the skills, resources and time available to them? Are there factors beyond their control that need to be considered? hile considering whether a goal is actionable/achievable, the teacher’s total W set of goals must be considered. While each individual goal may be achievable, overall, the teacher may have more goals than they could reasonably be expected to successfully complete in the time and with the resources available to them. E nsure the goal is practical, results-oriented and within the teacher’s realm of authority and capabilities. Where appropriate, link the goal to a higher-level school goal, and ensure that the teacher understands how their goal and actions contribute to the attainment of the higher-level goals. Specify when the goal needs to be completed. NSW Department of Education and Communities | Performance and Development for Teachers in NSW Public Schools www.dec.nsw.gov.au 2 A sample goal-setting scaffold Goal (stated simply) Improved skills in differentiating classroom activities to meet student needs Evidence that will be used to demonstrate progression and goal achievement Student surveys and school-based assessments (see specific items in year level assessment schedule). What actions will I take to achieve the goal? Peer observation, research, collaborative work with colleagues, trialling a range of differentiated activities and evaluating the strategies used. How does my goal connect to my professional growth, my school’s priorities and my students’ outcomes? I want to ensure I am meeting students’ needs. Student surveys highlighted the need for greater challenge. Appropriately challenging activities should lead to greater student achievement. Timeframe within which the goal will be achieved Within the first two terms. Support that will be required from the school to achieve the goal Meetings with teaching and learning leader to improve understanding of strategies for differentiating tasks. Teaching and learning leader to scaffold development of classroom activities and review planning documents. Strategies for school leaders ■■ ■■ ■■ ■■ ■■ ■■ ■■ Provide opportunities for professional learning that enhances knowledge and skills related to specific goals. Examine the potential risks in pursuing different goals and be adaptable – this includes refining, adjusting or developing new goals and/or plans if results are not evident within a reasonable time. Before assigning goals, give teachers the support and resources to prepare them for the challenges they will encounter in pursuing these goals. Teachers should consider blocking out some time each week to allow for self-reflection. Some self-reflection questions: ■■ Looking back at the past week or month, what activities have you undertaken to work towards any of your goals? – Did the activities help or hinder goal achievement? Why? – How did the activities evidence progress against the goal? – What are the key learnings? For example, is further work required on these activities, or adjustments to the type of evidence you are seeking? ■■ Think about a specific recent situation in which you felt very effective in relation to achieving one of your goals. Words and actions should clearly convey that errors and setbacks are transitory and part of the learning process. – What made you feel effective? What did you do? If a certain outcome or action is critical, set a goal for it. – What are the key learnings from the situation? Engage in frank conversations to bring forward beliefs and values about the strategies needed for success. ■■ Help ensure that teachers have the necessary level of selfconfidence to achieve the goal. Reflecting on goal achievement Self-reflection is an invaluable source of insight. To gain an ongoing understanding into goal achievement, it is important to regularly reflect on the goals set in the performance and development plan. This will help to monitor progress toward goal(s), assess the appropriateness of evidence, make changes as required and prepare for the review phase. Think about a specific recent situation in which you felt less effective in relation to achieving one of your goals. – What made you feel less effective? What did you do? What hindered your effectiveness? – What are the key learnings from the situation? ■■ Think about the goals you set for this year in your performance and development plan. Looking back at the year so far, how far have you progressed towards achieving your goals? – What specific activities are required from here to ensure that you will achieve your goals? NSW Department of Education and Communities | Performance and Development for Teachers in NSW Public Schools www.dec.nsw.gov.au 3 Further reading AITSL Engaging in performance and development: www.aitsl.edu.au/professional-growth/support/ performance-and-development-support/engagingin-p-d BOSTES Australian Professional Standards for Teachers: www.nswteachers.nsw.edu.au/DownloadDocument. ashx?DocumentID=1122 DEC Performance and Development Framework for Principals, Executives and Teachers: https://www.det.nsw.edu.au/media/downloads/aboutus/our-reforms/pdp/pdp-framework-15116.pdf Other education.qld.gov.au/staff/development/performance/ resources/readings/power-feedback.pdf www.decd.sa.gov.au/hrdevelopment/files/links/2a_ Using_SMART_to_set_goal.pdf www.edu.gov.on.ca/eng/policyfunding/leadership/ IdeasIntoActionBulletin4.pdf NSW Department of Education and Communities | Performance and Development for Teachers in NSW Public Schools www.dec.nsw.gov.au 4