Teacher Development

and Evaluation Plan

Zumbrota Mazeppa Schools

Created 2014

Zumbrota-Mazeppa Schools
Teacher Development and Evaluation Plan
Zumbrota Mazeppa Schools Mission Statement
"To create a community where all individuals have the opportunity to reach their full potential through
a safe, challenging learning environment"
Statement of Philosophy
To improve teaching practices so that students are successful and learn.
Recognizing that excellence in education is dependent upon professional teaching performance,
Zumbrota Mazeppa Schools supports an ongoing program of professional growth, reflection and
evaluation. To this end, the administration and staff of Zumbrota Mazeppa Schools are directed to
implement and maintain a systematic program of teacher growth, reflection and evaluation.

Purpose of the Zumbrota Mazeppa Schools Teacher Development and Evaluation Plan:
Our belief is that professional growth is an on-going process not limited to the third year
observation. Continuing dialogue with your principal and colleagues through activities such as
peer coaching, peer reviews, and PLCs all contribute to the professional learning community that
supports you in this process. The ultimate responsibility for the success of your professional growth
plan, however, depends on you.

Committee Oversight
A committee composed of Administration and Teachers representing EMZM will continue to monitor
the progress of this Teacher Development and Evaluation plan. The committee will collect feedback
from Teachers and Administration and make recommendations for changes to the plan. The
committee will meet a minimum of two times during the school year; mid-year and end of year.
Additional meetings may be held as needed at the request of the District or EMZM. Any changes must
be approved by EMZM and the School Board.

Standards of Performance and Evaluation

STANDARD I CLASSROOM ENVIRONMENT
The effective teacher maintains a classroom environment that enhances student learning.
1. Conveys enjoyment and enthusiasm for teaching and for students
2. Creates an environment of respect, fairness, and consistency that fosters positive teacher-to-student
interaction and student-to-student interaction
3. Establishes an effective classroom climate that is sensitive to students' needs:
a. Responds to the individual differences of each student
b. Helps students develop self-esteem
4. Creates and encourages high expectations for all students:
a. Shares with students expectations for quality and quantity of work
b. Supports students' efforts in attempting to reach their potential
5. Demonstrates a commitment to diversity and equity:
a. Encourages and promotes acceptance of racial, ethnic, religious, gender, and cultural
differences
b. Allows for a variety of individual viewpoints
c. Encourages local, national, and global perspectives
6. Establishes a trusting environment that promotes creativity and discovery:
a. Encourages students to work cooperatively
b. Dignifies students' responses
c. Fosters divergent thinking
7. Establishes appropriate classroom rules and expectations consistent with building and district policies
a. Communicates standards of conduct to all students
b. Reinforces positive student behavior in a consistent manner
c. Demonstrates fairness, consistency, respect, empathy and firmness in the handling of student
problems
d. Responds to student discipline appropriately and respectfully
8. Organizes classroom space to support a safe and orderly environment

STANDARD II PREPARATION AND PLANNING

The effective teacher plans for student learning.
1. Shows depth of content knowledge:
a. connects content knowledge to authentic settings
b. integrates content with other disciplines
2. Demonstrates knowledge of student:
a. understands characteristics of age group
b. shows an awareness of students' interests
c. knows students' skills and abilities
3. Plans for cognitive levels of learning:
a. knowledge
b. comprehension
c. application
d. analysis
e. synthesis
f. evaluation
4. Demonstrates knowledge of resources:
a. uses a variety of effective resources that assist student learning
b. selects appropriate visual, auditory, and hands-on activities
c. accesses available teacher resources
d. uses technology to enhance student achievement
5. Develops lessons in a clear and logical manner:
a. plans a variety of approaches to teaching and learning
b. plans lessons and unit structure
c. follows clearly defined objectives based on district curriculum standards and student needs
d. implements techniques to relate new information to previous teaching/learning experiences

STANDARD III INSTRUCTION

The effective teacher provides instruction that enhances student achievement.
1. Presents content-driven lessons in a clear and logical manner:
a. demonstrates clearly defined objectives based on district curriculum standards and student
needs
b. implements multiple techniques to relate new information to previous teaching/ learning
experiences
2. Maintains high student engagement throughout instructional period:
a. monitors students by using a variety of teaching strategies
b. adapts instruction based on student response
c. stimulates creative thinking
3. Creates expectations for all students to participate and demonstrate understanding
a. elicits responses equitably from all students
b. asks clearly stated questions and allows appropriate response time
c. uses a variety of questioning techniques
4. Uses instructional methods that promote desired learning:
a. uses resources and technology that effectively support the lesson
b. provides relevant examples
c. teaches to a variety of cognitive levels:
i. knowledge
ii. comprehension
iii. application
iv. analysis
v. Synthesis
vi. evaluation
5. Promotes self-directed learning:
a. supports student-initiated learning
b. encourages students to establish and achieve goals

STANDARD IV COMMUNICATION AND PROFESSIONAL RESPONSIBILITIES

The effective teacher demonstrates positive communication skills and maintains professional and personal
responsibilities.
1. Communicates and develops positive relationships:
a. strives to develop respect with students, parents, staff, and school leaders
b. listens to various points of view
c. shows courtesy, integrity, optimism, and follow-through
d. communicates effectively with families, colleagues, and students
e. demonstrates good listening skills and uses clear/concise language in written and verbal
communication
2. Contributes positively to the school community:
a. participates actively in implementation of school and district projects
b. meets all contractual obligations
c. works collaboratively with colleagues
d. demonstrates an understanding of the community and parent role in the education of a child
3. Maintains accurate and timely instructional and non-instructional records.
4. Grows and develops professionally:
a. remains current in content knowledge and teaching skills
b. assists other educators
c. seeks professional development opportunities
d. improves teaching through reflection
5. Shows professionalism:
a. meets professional obligations in a timely manner
b. advocates for students
c. acts in a confidential, ethical, and legal manner
d. participates as an effective team member

New Teacher Mentorship Program

The Mentorship Program is designed to reach all teachers who are new to the Zumbrota-Mazeppa Public
Schools. By uniting experienced teachers with probationary teachers, the purpose of this program is to
provide support, encourage professional development and enhance the teaching performance during the
difficult first years in the teaching profession. First-year teachers will remain in the program for the full 2
years. Teachers new to the district who have previously worked under a continuing contract will remain in the
program for 1 year.

Program Goals
The following are the goals of the Zumbrota-Mazeppa New Teacher Mentorship Program:
1. To promote personal and professional growth through dialogue and reflection.
2. To increase student achievement through the improvement of quality teaching.
3. To foster positive relationships between students, staff, parents, administrators and community
members.
4. To encourage collaboration in order to meet the needs to diverse learners in our community.
5. To eliminate isolation of beginning teachers and those new to this district.
6. To develop leadership capabilities in experienced teachers.
7. To retain quality teachers within the ZM School District.

Mentors
Prior to start of school year: attend 1 day Training/Orientation/Mentoring
1st year
1. Minimum 2 meetings per month, approximately hr length
2. Follow suggested topics guide
3. Complete monthly log
4. Attend monthly Mentee/Mentor meeting
5. Stipend-$500
2nd Year
1. At least one check- in per month
2. Option to attend monthly Mentee/Mentor meeting
3. If more support is noted as need from first year, role of mentor could be expanded
4. Stipend - $250
Application Process
1. All ZM teachers will fill out an Interest/Application form at the end of each school year to be applied to
the following school year. (See Appendix for Mentor Application form)
2. The administration will select mentors based on multiple factors including but not limited to:
a. Placement of new hires
b. Potential mentors preference
c. Potential mentors years of experience
d. Availability of potential mentors
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Mentees
1st Year
1. Attend Orientation Day prior to start of school year
2. Meet at least twice monthly with mentor
3. Attend monthly Mentor/Mentee meetings (mandatory) (If coach, arrangements will be made for
attending meetings)
4. Schedule at least 2 observations by Mentor Coordinator prior to principal observations and meet with
coordinator to review observation report
2nd Year
1. Check in at least monthly with mentor
2. Attend monthly mentor/mentee meeting (mandatory) (If coach, arrangements will be made for
attending meetings)
3. Schedule one observation with coordinator prior to principal observation and meet with coordinator to
review observation report

Coordinator
1. In coordination with Superintendent and Principals, assign mentors
2. Facilitate Orientation/Mentor Training/Mentor-Mentee day prior to school year start in coordination
with District Office and Principals
3. Plan and conduct monthly mentor/mentee meetings
4. Schedule, conduct and review observations with mentees (2 per year for new teachers in first year, 1
observation in second year for probationary teachers) prior to principal evaluations.
5. Stipend: $1000/yr (includes observation of 1 new teachers), additional new teachers @ $175/teacher
6. Selection process for Coordinator will be determined by the Teacher Development and Evaluation
Committee.

Administrators
1. In coordination with Mentor coordinator, assign mentors
2. Facilitate Orientation/Mentor Training/Mentor-Mentee day prior to school year start in coordination
with District Office and Mentor Coordinator
3. On alternating schedule, check in on monthly Mentor/Mentee sessions
4. Check mentor logs on quarterly basis
5. Evaluate mentors and coordinator annually

Monthly Mentor/Mentee Meetings

1. First Wednesday of monthly or following PLC meetings
2. Approximately 45 minutes of preplanned topics, with 15 minutes for questions/concerns from new
teachers

Survey
1. A progress survey will be administered to Mentors and Mentees at the end of each school year.
2. The survey will be used to advise the TDE Committee on possible changes needed in the Mentorship
Program.

Confidentiality
It is important that new teachers are able to discuss problems openly with the mentor, so that they
may be addressed in a timely and informed manner. The mentor is not an evaluator of the new
teacher but, rather, a collaborator with the new teacher. As a result of this confidentiality, the mentor
is not expected to share written or verbal information with any evaluator/administrator. The Mentor
will not serve as the peer evaluator or peer reviewer.

MENTORING LOG FORMAT

Mentor will keep a log of meeting with mentee and share this log with their building principal on a quarterly basis. All
entries should include the following information:
1.
2.
3.
4.
5.
6.

Names of mentor/new staff

Date/time
Length of meeting
Topic discussed (Be specific)
Activity/focus
Observations (When applicable)

The mentor must submit a completed Mentoring Log form in order to receive compensation. Mentor logs are
used to help the mentor committee and the district identify common themes that arise that could be
addressed through professional development or other resources. These logs are not used for evaluation
purposes and are kept confidential.

Example of a log entry:

Date

Time

Topics Discussed

9/24/14

2:30 3:30

Reviewed schedules to determine best time for meeting

Discussed areas of concern and assessed needs within classrooms
Answered questions related to PLCs

3/1/14

3:15 4:00

Reviewed procedures for MCA testing, accomodations, and small groups

Basic Outline of 3-year Process

Teacher Development and Evaluation Plan 3-Year Outline
Year
1

Activity
Professional Growth Plan SMART goal(s)
Student Achievement Evaluation/ Peer review
Fall Set or continue goal(s)
Winter In-progress goal review
Spring Review goal(s)

Support Material for Discussion

*Student Achievement Data from PLCs
(Artifacts)

Professional Growth Plan SMART goal(s)

Student Achievement Evaluation/ Peer review
Fall Set or continue goal(s)
Winter In-progress goal review
Spring Review goal(s)

*Student Achievement Data from PLCs

(Artifacts)

Professional Growth Plan SMART goal(s)

*Student Achievement Data from PLCs
Student Achievement Evaluation
(Artifacts)
Fall Set or continue goal(s)
*BloomBoard observation data
Spring Review goal(s)
Summative observation by an Administrator including
Pre-conference, Observation, Post conference

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Teacher Growth
Individual Growth & Development Plan (IGDP)
See appendices for form and guidelines for creating SMART goals.
1. Completed annually using SMART goal(s).
2. Fill out or review during first PLC meeting each year.
a. Goal(s) utilized can align with overall PLC goal.
b. It is not required that individual goals from the IGDP align with PLC goals.
c. May create multiple goals.
d. Goals may encompass 1 to 3 years.
e. If goal differs from PLC goal administrative approval is required.
3. Upload IGDP to BloomBoard.
4. Track data to demonstrate progress towards goal(s).
5. Monitor progress of IGDP at a mid-year PLC meeting with PLC team (Jan/Feb)
6. Complete final review of IGDP at spring PLC meeting.
a. Review and reflection of goals and data done as a PLC team.
b. Administrator will be presented with a summary of the review.
7. Maintain file of IGDPs with supporting data and documents throughout the 3-year review cycle.
a. Year 1 review Year 1 IGDP
b. Year 2 review IGDPs from Years 1 & 2
c. Year 3 - will look at all 3 IGDPs and supporting data/documents during summative review
8. PLC Facilitator teams, including administrators, will develop an IGDP review activity to be utilized by all
PLCs.

Professional Learning Communities (PLCs)

1. All licensed teachers on the Teacher Master Agreement will be involved in a PLC.
2. Teachers currently instructing in multiple disciplines will have the choice of PLCs based upon licensure.
3. PLCs will meet at least once per month.
a. Meetings will occur during teacher contract time.
b. Length of meetings will be determined by PLC Facilitator Committees.
4. If PLC meetings are held beyond teacher contract time teachers will receive either
a. Stipends
b. Continuing Education Units (CEUs)
5. Each PLC will construct its own mission statement with K-6 and 7-12 PLC Facilitators crafting guiding
statements.
a. Individual PLC mission statements will align with the mission statement of the PLC Facilitator
Groups.
b. The PLC Facilitator Groups mission statements will align with the district mission statement
and goals.

11

Job-Embedded Professional Development

1. Professional Development will be made available to teachers through multiple means:
- PLC, mentoring programs to support beginning and transitioning teachers, peer feedback,
workshops, Bloomboard
2. Professional development will be tailored to suit the overall needs of the teaching staff based upon
data collected from utilization of the teacher evaluation tool (BloomBoard)

Peer Review Process

Peer Review is a formative process that will occur within the framework of the PLCs. The purpose of
the Peer Review Process is to engage in collaborative analysis and discussion in order to promote
individual growth and development as a teacher.

1. Peer Review Process in Action

a. Teacher brings an item to the PLC to be peer reviewed
i. Examples: tests, lesson plans, recorded lesson, worksheets, rubrics, etc.
ii. Teacher sets focus of evaluation (what to look for)
b. PLC members offer constructive feedback on the reviewed item
c. Teacher writes brief reflection based on feedback received
d. Peer Review Form is filled out and kept on file by the teacher
2. Every teacher must have at least one item peer reviewed per year
3. All observation and feedback notes shared between the PLC and the teacher may only be shared
beyond the PLC with the consent of the teacher.

12

Portfolios
Teacher portfolios will contain some required items and some signature items intended to provide a
unique profile of an individual teacher. Therefore, each portfolio will be different. Portfolios will be
stored and maintained on the teacher development and evaluation platform BloomBoard.

The following items are required in each teachers individual portfolio and are to be uploaded as indicated.
The portfolio will be reviewed during the summative evaluation conference:
1. PLC Action Plan - annually
2. PLC Work Plan - annually
3. Individual Growth & Development Plan (IGDP) - annually
4. Test Item Analysis documents as completed within the PLC
5. Peer Review Form years 1 and 2
6. Any other individual material that has been peer reviewed by the PLC (example: formative
assessments, lesson plans, recorded lessons, student work, etc.) as determined by PLC

A representative sampling may include but not limited to the following:

1. Products: evidence of student learning
2. Description of course materials: syllabuses, assignments, and handouts
3. Lesson Plans and designs
4. Pictures, recordings (audio and/or visual), other digital media
5. Parent connections: newsletters, notes, communication
6. Journal for self-reflection
7. Teacher and student accomplishments
8. Sample of teacher-generated tests/assessments
9. Anecdotal observations or comments
10. A self-designed unit and related materials
11. A sample of materials distributed to student and parents
12. A student description of class
13. Parent feedback

Teachers are expected to be reasonable about the amount of optional materials included in the portfolio. A
maximum of 15 minutes during the summative evaluation conference will be allowed for the presentation of
optional portfolio items.

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Measurement
Student Achievement
1. Data collected through the PLC process will be used to measure student achievement.
a. Data must be based upon assessments that are aligned to state and local academic standards.
b. Data must use state and local measures of student growth and measures of literacy.
2. Data collected through the PLC process will constitute 35% of a teachers overall evaluation.

Student Engagement
1. Building/Grade Level
a. Building and/or grade level student engagement surveys will be conducted on an annual basis
to evaluate overall student engagement.
b. These surveys will be conducted by Site Base committees.
2. Individual Level
a. Teachers will conduct a student engagement measurement activity with their students as
decided through the PLC process.
i. The PLC Facilitator Committees will plan a feedback activity.
ii. PLCs will connect activity to their Action and Work Plans.
b. Results of student engagement measurement activity will be reviewed, discussed and
documented at the PLC meeting following utilization of activity.
c. Documentation process will be determined by PLC Facilitators.

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Development and Evaluation

Summative Evaluation Year
DATE

ADMINISTRATOR ROLE

CONTINUING CONTRACT
TEACHER ROLE

August-September

Review process and timeline with continuing

contract staff in evaluation year.

September-October

September-November

Develop IGDP
Administrator and continuing contract
teacher meet to review IGDP within PLC
groups at second PLC meeting of the school
year.
Observation Window 1(informal/formal)

November-February

Observation Window 2 (informal/formal)

February-April

Observation Window 3 (informal/formal)

The teacher will complete:
Evidence of Student Growth Data
Evidence of Student Longitudinal
Engagement and Connections Data
Self-reflection on Summative
Evaluation Form

March - May

April June (as agreed

upon by Teacher and
Evaluator)

Summative Evaluation Meeting

Review:
Evidence of Student Growth Data
Evidence of Student Longitudinal
Engagement and Connections Data
Portfolio (optional)
Self-reflection
Administrators comments

Summative Evaluation Meeting

Review:
Evidence of Student Growth Data
Evidence of Student Longitudinal
Engagement and Connections Data
Portfolio (optional)
Self-reflection
Administrators comments

Formal Observation Protocol

1.
2.
3.
4.
5.
6.
7.

Evaluator responsible for initiating the scheduling of the observation at least 1 week in advance.
Teacher must fill out the pre-observation form.
Pre-observation conference can be done face to face or via other lines of communication.
Observation must be a complete lesson or class period.
Teacher must fill out the post-observation reflection prior to the post-observation conference.
Post-observation conference must be face to face and occur within 3 school days of observation
Post-observation conference is not the Summative Evaluation Conference

Summative Evaluator Training

Summative Evaluators must have training specific to the evaluation of teachers as outlined in this
Teacher Development and Evaluation Plan. The training can be provided through the Minnesota
Department of Education, Southeast Service Cooperative, or an alternative source decided upon by the
committee responsible for oversight of the TDE plan.

15

Teacher Improvement Plan

The Teacher Improvement Plan (TIP) is intended to provide the best possible likelihood for professional
improvement. If a teacher does not meet Zumbrota Mazeppa Schools Standards of Performance and
Evaluation as determined by the summative evaluation they will be placed on a TIP. The TIP process may
begin at any time and last between 6 and 9 months with the opportunity to exit early if expectations are met.
Confidentiality is expected of all participants.
The Purpose of the TIP is:
1. To enable a continuing contract teacher the opportunity to seek assistance in any of the district's
Standards for Effective Teaching
2. To provide a more structured process for a continuing contract teacher who by the determination of
the administrative supervisor, may benefit from more support

Two Phases of a TIP

Awareness Phase
1. The concern is identified in writing. (Awareness Phase Identification of Concern Form filled out)
2. The administrator and teacher attempt to resolve the concern.
3. The administrator reviews the progress and makes one of the following recommendations:
a. The teacher remains on a TIP
b. The teacher is placed into either the Assistance Phase or the Disciplinary Phase.
c. The concern is resolved and the teacher is returned to original placement in 3-year cycle

Assistance Phase
1. The administrator reviews the recommendations from the Awareness Phase.
2. A specific plan is developed. (Assistance Phase Progress Form filled out)
3. One of the following recommendations is made:
a. The concern is resolved and the teacher is returned to original placement in 3-year cycle.
b. The teacher remains in the Assistance Phase with revised goals and timeliness or
c. The concern is not resolved and the teacher is moved into the Disciplinary Phase.

In the event that a teacher does not correct these deficiencies, additional employment action may be taken
including the possibility of termination of employment.

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Mentor Application
NAME: _________________________________

GRADE/COURSES TAUGHT:_______________

ARE YOU WILLING TO SERVE AS A MENTOR TO A NEW TEACHER AT ZM AND

AGREE TO THE EXPECTATIONS LISTED BELOW:
YES_______

NO_______

NUMBER OF YEARS TEACHING AT ZM ______ HAVE YOU SERVED AS A MENTOR IN THE PAST:

YES NO

ZM MENTOR RESPONSIBILITIES (REVISED 5/2014):

Two year commitment as a mentor,

Meet as needed throughout school year with mentee to provide support and orientation to district and
teaching, monthly discussion checklist provided,
Attend August pre-inservice training and new teacher orientation,
Attend monthly (approx. 1 hr) meetings with fellow mentors/mentee, topics and discussion lead by
Mentor facilitator, second year mentor attendance is optional,
Complete monthly log
Stipend for mentoring a teacher new to ZM: first year $500, second year $250

Please write a short paragraph explaining why you would like to mentor a new teacher.

As a mentor, which type of mentorship are you willing to do: (check all that apply)
_____ Mentor a teacher at my grade level or same course
_____ Mentor a new teacher in my building
_____ Mentor a teacher in a specialty area (foreign lang, IT, Ag, etc)
_____ Mentor a para
Return this form to your building principal
17

Individual Growth & Development Plan (IGDP)

(If you do more than one goal, complete a new form for each goal)

For the year 20___ to 20___

Teacher ________________________________ Current Assignment ____________________________
Reviewed and approved by ______________________________________
SMART Goal
Aligned with goals (site goals, PLC goals, district goals)
Should be targeted and focused

Plan

Identify support or resources needed

Identify professional development needed (fill out staff development request)

Measurements
What tools and data will be used to set and measure benchmarks and End-of-Year Target(s)

End-of-Year Review/Reflection
Conducted by ________________________________
Attach PLC supporting data

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Pre-Observation Conference Report

Name: _____________________________________

Date: __________________

List the standards covered by your lesson (State or National)

How does this lesson fit into the sequence of the unit being covered in this class?

What are your learning outcomes for this lesson? What do you want the students to understand?

How will you engage students in the learning? What will the students do? (Will students work in groups,
individually, or as a large group?)

Briefly describe the students in this class including those on 504s and IEPs.

How will you differentiate instruction for all students?

How and when will you know whether students have learned the material from the lesson?

Is there anything that you would like me to specifically observe during the lesson?

Provide any worksheets or other material the students will be using.

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Post-Observation Written Reflection

(to be completed by teacher)
Did the lesson differ from your plan? If so, please explain.

Would you make any changes to this lesson in the future? Please explain.

Other comments about the lesson/class period:

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Awareness Phase - Identification of Concern Form

Teacher:

Date

Check appropriate category(ies):

Classroom Environment
Preparation and Planning

Assessment
Communication and Professional
Responsibilities
Other

Specific Concerns:

Next Meeting Date:

Teacher Signature:
Administrator Signature:
---------------------------------------------------------------------------------------------------------------------------------------

Awareness Phase - Final Summary Form

Teacher:

Date:

Specific areas of deficiencies based on the teacher evaluation rubric:

Administrative Recommendation(s):
Plan II
Assistance Phase
Next Meeting Date:

Teacher Signature:
Administrator Signature:

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Assistance Phase - Plan of Assistance Form

Teacher:

Date:

Check appropriate category(ies):

Classroom Environment
Preparation and Planning

Assessment
Communication and Professional
Responsibilities
Other

Specific Concerns:

Plan (Methods/Strategies):

Proposed Timeline:

Indicators of Progress:

Resources/Support Needed:

Next Meeting Date:

Teacher Signature:
Administrator Signature:
Attachment: Standards for Effective Teaching

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Assistance Phase - Plan of Assistance Progress Form

Teacher:

Date:
First Meeting

Second Meeting

Plan:

Resources and Strategies Used to Date:

Indicators of Progress:

Resources /Support Utilized to Date:

Concerns:

Next Meeting Date:

Teacher Signature:

Administrator Signature:

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Third Meeting

Assistance Phase - Final Summary Form

Teacher:

Date:

Plan:

Resources and Strategies Used to Date:

Indicators of Progress:

Resources/Support Utilized to Date:

Concerns:

Teacher Signature:
Administrator Signature:
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Peer Review Form

Only for teacher records.
Sharing of this information beyond the PLC requires prior approval of the teacher being reviewed.

Name_____________________________________
Date & Time Spent

PLC___________________

Recommendations from PLC Members

Item/Material Reviewed

Focus of Review

Personal Reflection (recommendations used, outcome, etc.)

Recommendations from PLC Members

Date & Time Spent

Item/Material Reviewed

Focus of Review

Personal Reflection (recommendations used, outcome, etc.)

25

A SMART Way of Thinking

Believing that learning and improvement should be explicitly linked is one thing: finding tools and methods
that let you act on that belief is entirely different. SMART goals are very effective tools for making this
translation.
These goals are:
Strategic and Specific
Measurable
Attainable
Results-based
Time-bound
Strategic goals are linked to strategic priorities that are part of a larger vision of success for the entire school
district. Strategic and specific means that these goals will have both broad-based and long-term impact
because they are focused on the specific needs of the students for whom the goal is intended.
Measurable means being able to know whether actions made the kind of difference we wanted: being able to
measure a change in results because of these actions. Measurement can and should occur in a number of
different ways using a variety of different tools and strategies. Seeing results across measurements that yield
consistent patterns gives us a greater confidence that our actions truly have made a difference.
A goal needs to be attainable: within the realm of our influence or control, and doable given current
resources. To know whether a goal is attainable, you must know your starting point (baseline), how much
time you have to accomplish the goal, and what kinds of resources you have to make the necessary changes.
Setting a goal that is attainable then becomes an art of balancing the degree of stretch that will make the goal
compelling without making it unattainable.
SMART goals are results-based: aimed at specific outcomes that can be measured or observed. Results-based
goals define not only what is expected, but they also communicate a desired end point. Results could come in
the form of student achievement in a particular area, a percentage of students who improve in a certain area,
or as a demonstration of learning that can be defined and measured.
Finally, SMART goals are time-bound. As mentioned before, putting a time element in a goal helps you
determine attainability. But even more importantly, agreeing on a time frame for achieving the goal helps to
keep it a priority. It makes the goal more compelling by giving it some urgency. Having a time limit as part of a
goal makes it imperative that we periodically check how well or swiftly we are progressing toward the goal.
This helps to keep the goal a dynamic part of the improvement process.
In short, SMART goals let us monitor which of our efforts are making a difference and by how much. For
example, heres a SMART goal from an intermediate school:
Within the next two years, increase by 50% the number of 6th and 7th grade students scoring at
proficient or advanced levels in reading and math. (Currently, only one third of students score at those
levels.)

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This goal is:

Strategic and Specific. It deals with students in grades 6 and 7 and with reading and math skills, both
of which are strategic priorities in the district.
Measurable. The district knows how many students have scored at the desired levels in the past, and
therefore can easily compute whether that figure increases by 50%
Attainable. It is neither so conservative to be uninspiring nor so high that people will think it is
impossible to achieve.
Results-based. It describes the outcome (higher reading and math score), not a process or activity that
might contribute to that goal, such as implementing a reading program.

Time-bound. It gives a time frame to achieve the goal: within the next two years.

Because SMART goals provide a basis for assessing progress, and a tool for assuring that team efforts are
focused on strategically important targets, they become the engine that drives continuous improvement and
learning.
Writing a SMART Goal
Identifying data used to determine how your growth and evaluation is measured provides a baseline or
starting point. What qualities and expectations are already set? Use a process to identify the areas of high
importance and the areas where you want to see improvement. The areas that are of BOTH high importance
and where improvement is sought are where the greatest opportunity for improvement exists.

Questions will help you reflect and direct your thinking toward writing a SMART goal:
What strengths do you possess?
How can these strengths be used to improve and grow?
What indicators will tell you if you are making progress toward meeting your goal?
What measures, tools or assessments will allow you to check your progress?

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