Further information on the Standards and Domains of Teaching can be found on the website for Australian Institute of Teaching and School (AITSL). The AITSL website also contains the Classroom Practice Continuum which articulates what teachers at increasing levels of expertise should be doing in the classroom. Show Teachers will set a goal in each of the Domains of Teaching. The following (taken from the Standards) describes the Domains of Teaching. Professional knowledge'Teachers draw on a body of professional knowledge and research to respond to the needs of their students within their educational contexts. Teachers know their students well, including their diverse linguistic, cultural and religious backgrounds. They know how the experiences that students bring to their classroom affect their continued learning. They know how to structure their lessons to meet the physical, social and intellectual development and characteristics of their students. Teachers know the content of their subjects and curriculum. They know and understand the fundamental concepts, structure and enquiry processes relevant to the programs they teach. Teachers understand what constitutes effective, developmentally appropriate strategies in their learning and teaching programs and use this knowledge to make the content meaningful to students. Through their teaching practice, teachers develop students' literacy and numeracy within their subject areas. They are also able to use information and communication technology to contextualise and expand their students' modes and breadth of learning'. Professional practice'Teachers are able to make learning engaging and valued. They are able to create and maintain safe, inclusive and challenging learning environments and implement fair and equitable behaviour management plans. They use sophisticated communication techniques. Teachers have a repertoire of effective teaching strategies and use them to implement well-designed teaching programs and lessons. They regularly evaluate all aspects of their teaching practice to ensure they are meeting the learning needs of their students. They interpret and use student assessment data to diagnose barriers to learning and to challenge students to improve their performance. They operate effectively at all stages of the teaching and learning cycle, including planning for learning and assessment, developing learning programs, teaching, assessing, providing feedback on student learning and reporting to parents or carers'. Professional engagement'Teachers model effective learning. They identify their own learning needs and analyse, evaluate and expand their professional learning, both collegially and individually. Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents or carers and the community. They are sensitive to the needs of parents or carers and can communicate effectively with them about their children's learning. Teachers value opportunities to engage with their school communities within and beyond the classroom to enrich the educational context for students. They understand the links between school, home and community in the social and intellectual development of their students'. A focus on development to improve student outcomes‘My role, as a teacher, is to evaluate the effect I have on my students. It is to know thy impact, it is to understand this impact, and it is to act on this knowing and understanding' (Hattie, 2012). Improving outcomes for students is the core purpose of teachers' work. The performance and development approach is focused on teachers’ development across the Domains of Teaching to enhance their effectiveness in improving students' outcomes — their learning, engagement and wellbeing. The approach includes an explicit student outcome goal that takes into account teachers' development across the Domains of Teaching. This goal may be related to improvements in student achievement, engagement or wellbeing, either for individuals or for groups of students. Student achievement may refer to either absolute levels of learning attainment or the growth in learning that schools strive to ensure for each student. On average, all students should achieve at least 1 year’s learning growth in return for a year of schooling. Teachers should intervene early to ensure that all students make sufficient progress in their learning. Student engagement refers to the extent to which students feel connected to and engaged in their learning, with their peers and with their broader school community. Student health, safety and wellbeing are essential to learning and development. An inclusive, safe, orderly and stimulating environment for learning is critical to achieving and sustaining all students’ positive learning experiences. For an annotated version of the PDP template, refer to Figure 3.
I’ve shared ideas and resources for goal setting with elementary students. All students need to be explicitly taught how to choose, set, and reflect on goals.  Hello Friend! In my growth minded classroom student goal setting and reflection is routine practice. Prior planning, achievement, and reflection of goals make new challenges even more achievable since students have a clear understanding that their continued efforts will lead to success. Goals come in many forms; they may be purely academic, social, or goals even may have to do with character building. All students need to be explicitly taught how to choose, set, and reflect on goals. It is not an instinctive skill, even for most adults. Even our youngest learners can have a clear understanding that a goal is just an area of weakness we need to strengthen and celebrate improvement! For older students, you may want to determine the difference between performance goals and learning goals. Goal types defined by Carol Dweck:Performance Goal: a goal that focuses on demonstrating tasks, content knowledge, skills or abilities, and often how the acquired skill or task will be judged in comparison to others (getting an A in French class). Learning goal: a goal that focuses on overall learning, particularly how mastery of a skill or concept will develop understanding and ability to subsequent learning and challenges (being able to speak French). Students who set learning goals focus on true mastery- a deep understanding from which students can draw conclusions, connect ideas, and build relationships to new skills and concepts. Learning oriented goals help students develop grit and dedication to learning over time, as opposed to performance goals, which are more about proving intelligence or ability on isolated tasks. Research tells us that while both types of goals help students achieve in school, learning goals lead them to greater understanding and enhance their ability to apply what they’ve learned in new ways in future challenges. Why Set Goals?During explicit teaching of growth mindset lessons, students learn that our abilities are not fixed, that our brains are malleable, and can grow with determination and grit. When students understand that their intelligence is not limited, goal setting is the pathway to their success. A goal is an outcome, something that will make a difference as a result of achieving it. It can’t be too ambitious to be out of reach, but also not so simple that it does not challenge. A goal has to be realistic with a stretch, requiring effort and focus to achieve it. That’s why goals need timeframes and measurable action steps along the way so that we can keep track of progress and make adjustments as necessary. By setting goals, measuring and celebrating their achievements, students are able to see what they have done and what they are capable of. Seeing their results gives the confidence and assurance that they need to believe they can achieve higher goals. Setting specific and attainable goals can be a difficult task for some students. Even with explicit directions and extensive modeling, many students will write vague and generic goals like: I want to read harder books or get better at math. If SMART goal setting is new for your students, take time to clearly model and discuss each part of the SMART framework. Expect this process to be a series of lessons the first time through. Make an anchor chart clearly defining and giving examples of:
Many teachers have goal setting success when students focus on a behavior goal as their first SMART goal, as it is a bit more tangible to them. In addition, if you are starting goal setting at the beginning of the year, this is another opportunity to establish expected behaviors with your students. Here is a great SMART goal setting informative video (appropriate for upper elementary students) Using a SMART goal graphic organizer will help plan and make goal setting easier for students. Although your students should choose individual goals, collaborating with peers about their specific goal and action steps can help with the process and build accountability. Once you have worked through the planning process of goals and action steps, students can write their goals and action steps on a desk visual reminder and/or transfer their goal to the My SMART Goal paragraph to hang in the classroom.
No matter what type of goals your students are achieving, find a way to celebrate their success. It could be as simple as a shout out or sticker, a positive note of encouragement, a visual representation on a designated bulletin board, allowing them time to share their goal reflections with their peers, etc. Students should have a tangible way to feel accomplished which will lead to motivation to take action on new goals. In addition, other students can feel encouraged that their peers have similar struggles and have met them with success over failure. Included in my Goal Setting for Students resource are goal setting read-aloud book suggestions, notes for the teacher, teaching posters, many options of Growth Mindset goal recording sheets, SMART goal planning & recording sheets, goal reflections, goal pennants, and student award certificates. -SHOP THIS POST-
I hope the ideas and resources I’ve shared will help make goal-setting with your students more meaningful and effective this year! –PIN for LATER– . Want to learn more about teaching growth mindset? >>>click the image to go to the post<<< |
What is a performance goal in the classroom?
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