Cap year9
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This document outlines a student's career action plan for Year 9. It includes sections for the student to identify their skills, values, subjects, career choices and goals. The plan helps the student reflect on their past achievements and set future education goals to work towards their career choices. It provides guidance on developing short, medium and long-term goals and identifying people who can help support the student to achieve their goals. The career action plan aims to help the student focus their plans and work towards realizing their future goals.
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Cap year8
This document outlines a student's career action plan for the upcoming year. It includes sections for the student to identify their skills, values, interests and achievements. It also prompts the student to consider their current goals, plans to achieve them, and who can help. The plan aims to help the student focus their goals and plans for the future.
Cap Year7
This career action plan helps the student focus on their goals and plans for the future. It has them identify their skills, values, and proudest achievement. The plan then has the student set both short and long-term career and life goals, consider who can help them achieve these goals, and regularly review their progress and set new goals.
Cap Year10
This document is a career action plan for a student in Year 10. It includes sections for the student to outline their skills, values, subject interests and possible career choices. It then has sections to set short and long-term educational and career goals, identify the support and skills needed to achieve these goals, and evaluate progress towards the goals. The plan is designed to help the student focus on their future, what they want to achieve and how to realize their career goals.
How best will we learn
The document discusses trialing an inquiry approach to teaching and learning that enhances student voice and responsibility. It notes that the approach may look different depending on year level as student capabilities vary. While planning has not changed, teachers are now involving students in decision making so they take ownership of their learning. Specific examples are provided of what the approach looks like in different classrooms. The document also discusses setting up an inquiry wall with students, unpacking the central idea, setting goals linked to skills and assessment criteria, and the importance of modeling links, clear reflections, developing vocabulary, and evaluating learning.
Target setting
The document discusses SMART targets, which are goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. It provides examples of targets that are and are not SMART and explains the benefits of setting SMART targets, such as having something clear to aim for and being able to track your progress. It also lists some potential targets and asks the reader to turn three of them into proper SMART targets.
Target setting powerpoint
This document provides instructions for students to set targets for the upcoming school year in their PSHE class. Students are asked to review their performance from last year, including any comments from teachers. They identify areas they did well in and areas that need improvement. Finally, students set 4 SMART targets focused on weaknesses from last year in order to improve their performance in the coming weeks. The document ends with an activity where students create an acrostic poem to help them remember their goals.
Student learning goals and learning portfolios2
Personal learning goals empower students to become independent learners and achieve their full potential. Within the Ultranet, students will have an eXpress space to create and track learning goals throughout the year. Teachers can comment on goals and reflections to help students and potentially replace some student reports. Setting SMART goals that are specific, measurable, achievable, realistic and timely helps students take ownership of their learning with teacher support.
Reports and setting goals jan 2011
presentation to given to parents regarding the new report card descriptors and how to set goals after reading the report.
Recommended
Cap year8
This document outlines a student's career action plan for the upcoming year. It includes sections for the student to identify their skills, values, interests and achievements. It also prompts the student to consider their current goals, plans to achieve them, and who can help. The plan aims to help the student focus their goals and plans for the future.
Cap Year7
This career action plan helps the student focus on their goals and plans for the future. It has them identify their skills, values, and proudest achievement. The plan then has the student set both short and long-term career and life goals, consider who can help them achieve these goals, and regularly review their progress and set new goals.
Cap Year10
This document is a career action plan for a student in Year 10. It includes sections for the student to outline their skills, values, subject interests and possible career choices. It then has sections to set short and long-term educational and career goals, identify the support and skills needed to achieve these goals, and evaluate progress towards the goals. The plan is designed to help the student focus on their future, what they want to achieve and how to realize their career goals.
How best will we learn
The document discusses trialing an inquiry approach to teaching and learning that enhances student voice and responsibility. It notes that the approach may look different depending on year level as student capabilities vary. While planning has not changed, teachers are now involving students in decision making so they take ownership of their learning. Specific examples are provided of what the approach looks like in different classrooms. The document also discusses setting up an inquiry wall with students, unpacking the central idea, setting goals linked to skills and assessment criteria, and the importance of modeling links, clear reflections, developing vocabulary, and evaluating learning.
Target setting
The document discusses SMART targets, which are goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. It provides examples of targets that are and are not SMART and explains the benefits of setting SMART targets, such as having something clear to aim for and being able to track your progress. It also lists some potential targets and asks the reader to turn three of them into proper SMART targets.
Target setting powerpoint
This document provides instructions for students to set targets for the upcoming school year in their PSHE class. Students are asked to review their performance from last year, including any comments from teachers. They identify areas they did well in and areas that need improvement. Finally, students set 4 SMART targets focused on weaknesses from last year in order to improve their performance in the coming weeks. The document ends with an activity where students create an acrostic poem to help them remember their goals.
Student learning goals and learning portfolios2
Personal learning goals empower students to become independent learners and achieve their full potential. Within the Ultranet, students will have an eXpress space to create and track learning goals throughout the year. Teachers can comment on goals and reflections to help students and potentially replace some student reports. Setting SMART goals that are specific, measurable, achievable, realistic and timely helps students take ownership of their learning with teacher support.
Reports and setting goals jan 2011
presentation to given to parents regarding the new report card descriptors and how to set goals after reading the report.
Helping Your College Student With Goal Setting And Action Plans
Having clear goals will help your college student stay motivated, prioritize time and energy, manage his time, see the bigger picture of his college experience, focus on important things, and take pride and ownership in his experiences. Establishing good, clear goals, however, is a difficult task. Here are a few things to help your student think about as he considers some goals for his college experience – or perhaps just his next semester.
Grader assessment and evaluation policy
The document outlines an assessment and evaluation policy for The Graders School of Learning. The policy acknowledges students who are attempting assignments and still developing critical thinking skills. It aims to provide clear expectations, rubrics, and feedback to help students understand requirements and improve. Students will participate in self-evaluations and peer feedback to take responsibility for their learning. Formative assessments will cultivate critical thinking, broaden perspectives, and teach self-reflection to strengthen essential skills.
Goals galore
The document discusses the importance of setting SMART goals. It defines goals and different types of goals such as short-term and long-term goals. It emphasizes that goals should be specific, measurable, attainable, realistic, and time-bound. Examples are provided of SMART education goals about attending college and SMART financial goals about saving money for an iPod. Setting SMART goals serves as a roadmap and provides direction to help people achieve future success.
Appraisers note taking appleby 2016
1. The document outlines notes from an appraiser's meeting with an appraisee, James, covering various topics:
2. James has an established teaching blog where he collects evidence across different teaching standards and reflects on his practice.
3. Feedback from last year noted James' strong learning relationships with students and use of positive behavior management techniques.
4. James was pleased with his history results but less so with social studies, where some class issues arose. He will improve structures and expectations.
5. James' role in the teaching and learning inquiry and department goals was discussed. His personal goals for the year were set out.
Creating Digital Quizzes
This document provides tips for creating formative assessments and digital quizzes to gather feedback on student understanding. Some key tips include making learning targets assessable, creating questions that address the daily target, using entrance/exit cards to identify students who are and aren't understanding concepts, and taking notes on student work and responses during turn and talk activities. The document also briefly mentions assessment tools like Quizziz that can be used for digital quizzes.
SCT Observation 16 03 22
Kelly Price was observed teaching a year 9 social studies class. The students were researching topics on their devices and presenting their work digitally. Kelly communicated clear expectations and provided constructive reminders to students. At the start of the lesson, the learning intention and success criteria were displayed and a demonstration was given. Students felt comfortable giving feedback and asking questions. During the lesson, prior learning was recapped and specific questions were asked. Independent and student-directed learning was taking place. Areas for improvement included more explicit coverage of the learning intention and success criteria, and providing signposting so students know what they should accomplish.
Cafe pss part 2
The document provides an overview of assessment, instruction, conferring, and strategy groups in the CAFE book model. It discusses:
1. Assessing students to identify strengths and needs, setting goals, and choosing strategies.
2. Conferring with students one-on-one to help them work towards goals, focusing on reinforcing strategies and observing practice.
3. Delivering whole-class lessons to teach strategies, have students practice with partners, and encourage independent practice.
4. Forming flexible strategy groups for focused instruction on specific needs, tracking them in the calendar.
Five year plan
Bethany Dunbar created a five-year plan to achieve her goal of being happy and content through continuous life experiences. Her plan includes obtaining a marketing degree and becoming a marketing manager, which will provide happiness, financial stability, and her dream job. She breaks her goal down into smaller, time-bound objectives over five years, including completing her bachelor's degree by 2018, improving her language and problem-solving skills, and addressing potential obstacles like lack of motivation, time management, and procrastination.
Goal setting
The document discusses the goal setting process, which involves identifying lifetime goals and breaking them down into progressively smaller targets to achieve over periods like 10 years, 1 year, 6 months, and 1 month. It provides examples of different types of goals for career, financial, education, family, artistic pursuits, attitude, physical health, pleasure, and public service. It also outlines best practices for writing goals using the SMART framework and adjusting goals based on progress.
Cheryl Observation
The classroom observation analyzed a Year 10 social studies lesson on how workers are protected globally. The learning intention and success criteria provided an overview but did not specify the skills being learned. There were disruptive students who struggled with literacy and social studies credits. The teacher provided whole-class instruction and independent work, but some students avoided extension tasks or didn't understand the questions. The facilitator's goals were to differentiate instruction based on student ability levels, including scaffolding tasks and using literacy strategies, and to engage both lower-achieving and higher-achieving students.
The Cafe Book
The document outlines the CAFE framework for literacy assessment and instruction. It describes key components of the CAFE notebook used to track student progress, including forms to plan conferences and strategy groups. Conferences involve assessing students, setting goals, and providing targeted instruction. Strategy groups are formed based on common student needs. Whole class instruction is also used to teach literacy strategies from the CAFE menu.
livingyourreality (1)
The document discusses the importance and process of setting goals. It defines goals as visions or ideas that people wish to achieve for themselves or others. Goals provide motivation, structure and direction. The document then prompts the reader to reflect on where they see themselves in the short and long-term future. It encourages writing down goals and developing a specific plan of action with steps and a timeframe to help achieve those goals. Maintaining focus on goals requires daily review and completing tasks regularly toward the end vision.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them as a motivator and to hold oneself accountable.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them in a visible place to stay motivated and on track to achieve them.
Goal setting
The document provides guidance on effective goal setting for student organizations. It recommends that chapters brainstorm goals, prioritize the most important ones, and develop an action plan to accomplish each goal. Goals should be specific, measurable, achievable, relevant, and time-bound. An example action plan is given for increasing chapter membership by 6 people over the course of a semester through outreach campaigns, involvement fairs, and new member meetings. Evaluation is important to assess if goals were met and determine next steps.
Smart goals
This document discusses student learning goals and portfolios. It defines SMART goals as specific, measurable, action-oriented, realistic, and timely. Students are responsible for setting their own learning goals. Learning portfolios allow students to reflect on their work and provide evidence of achieving learning goals. The document provides examples of how to write SMART goals that are specific, measurable, include actions with strategies, are realistic in scope, and have established timeframes.
Personal goal setting
The document discusses the importance and process of personal goal setting. It recommends starting by identifying lifetime goals across various life categories. The next steps are to establish smaller, intermediate goals at the 5-year, 1-year, 6-month, and 1-month levels to work towards the lifetime goals. Goals should be specific, measurable, attainable, relevant, and time-bound for maximum effectiveness. Regular review and adjustment of goals is also advised.
Long term vs. short-term goals
This document discusses the differences between short-term and long-term goals. It notes that short-term goals are ones that can be achieved in the near future, such as items on a to-do list, while long-term goals usually take 5-10 years to achieve. The document prompts the reader to identify their own goals as either short-term or long-term. It also suggests identifying steps to achieve an important goal and how achieving that goal made them feel. Finally, it discusses using the "why" question to uncover deeper motivations behind goals.
Literacy Update Oct-13-09
The presentation outlined the Franklin School District's literacy initiative for the 2009-2010 school year. The goals were to implement readers' workshop in elementary schools, teach comprehension strategies, and use the Key Three reading strategies in middle schools. Professional development for teachers would include lab classrooms, coaching, and graduate coursework to support the literacy goals and increase student learning.
The key points of learning to learn
Teaching students how to learn is as important as teaching content. Students should be taught good learning approaches like underlining or discussing what they read to help them obtain new knowledge and improve learning outcomes. Some key learning strategies mentioned include making questions, relating new topics to prior knowledge, discussing topics with others, practicing repeatedly, and using diagrams. Teachers should check that children understand what is being taught and how to learn it by asking questions about the lesson topics and ideas, what they will do to remember key points, if anything was unclear, and what they already know about the topic.
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Helping Your College Student With Goal Setting And Action Plans
Having clear goals will help your college student stay motivated, prioritize time and energy, manage his time, see the bigger picture of his college experience, focus on important things, and take pride and ownership in his experiences. Establishing good, clear goals, however, is a difficult task. Here are a few things to help your student think about as he considers some goals for his college experience – or perhaps just his next semester.
Grader assessment and evaluation policy
The document outlines an assessment and evaluation policy for The Graders School of Learning. The policy acknowledges students who are attempting assignments and still developing critical thinking skills. It aims to provide clear expectations, rubrics, and feedback to help students understand requirements and improve. Students will participate in self-evaluations and peer feedback to take responsibility for their learning. Formative assessments will cultivate critical thinking, broaden perspectives, and teach self-reflection to strengthen essential skills.
Goals galore
The document discusses the importance of setting SMART goals. It defines goals and different types of goals such as short-term and long-term goals. It emphasizes that goals should be specific, measurable, attainable, realistic, and time-bound. Examples are provided of SMART education goals about attending college and SMART financial goals about saving money for an iPod. Setting SMART goals serves as a roadmap and provides direction to help people achieve future success.
Appraisers note taking appleby 2016
1. The document outlines notes from an appraiser's meeting with an appraisee, James, covering various topics:
2. James has an established teaching blog where he collects evidence across different teaching standards and reflects on his practice.
3. Feedback from last year noted James' strong learning relationships with students and use of positive behavior management techniques.
4. James was pleased with his history results but less so with social studies, where some class issues arose. He will improve structures and expectations.
5. James' role in the teaching and learning inquiry and department goals was discussed. His personal goals for the year were set out.
Creating Digital Quizzes
This document provides tips for creating formative assessments and digital quizzes to gather feedback on student understanding. Some key tips include making learning targets assessable, creating questions that address the daily target, using entrance/exit cards to identify students who are and aren't understanding concepts, and taking notes on student work and responses during turn and talk activities. The document also briefly mentions assessment tools like Quizziz that can be used for digital quizzes.
SCT Observation 16 03 22
Kelly Price was observed teaching a year 9 social studies class. The students were researching topics on their devices and presenting their work digitally. Kelly communicated clear expectations and provided constructive reminders to students. At the start of the lesson, the learning intention and success criteria were displayed and a demonstration was given. Students felt comfortable giving feedback and asking questions. During the lesson, prior learning was recapped and specific questions were asked. Independent and student-directed learning was taking place. Areas for improvement included more explicit coverage of the learning intention and success criteria, and providing signposting so students know what they should accomplish.
Cafe pss part 2
The document provides an overview of assessment, instruction, conferring, and strategy groups in the CAFE book model. It discusses:
1. Assessing students to identify strengths and needs, setting goals, and choosing strategies.
2. Conferring with students one-on-one to help them work towards goals, focusing on reinforcing strategies and observing practice.
3. Delivering whole-class lessons to teach strategies, have students practice with partners, and encourage independent practice.
4. Forming flexible strategy groups for focused instruction on specific needs, tracking them in the calendar.
Five year plan
Bethany Dunbar created a five-year plan to achieve her goal of being happy and content through continuous life experiences. Her plan includes obtaining a marketing degree and becoming a marketing manager, which will provide happiness, financial stability, and her dream job. She breaks her goal down into smaller, time-bound objectives over five years, including completing her bachelor's degree by 2018, improving her language and problem-solving skills, and addressing potential obstacles like lack of motivation, time management, and procrastination.
Goal setting
The document discusses the goal setting process, which involves identifying lifetime goals and breaking them down into progressively smaller targets to achieve over periods like 10 years, 1 year, 6 months, and 1 month. It provides examples of different types of goals for career, financial, education, family, artistic pursuits, attitude, physical health, pleasure, and public service. It also outlines best practices for writing goals using the SMART framework and adjusting goals based on progress.
Cheryl Observation
The classroom observation analyzed a Year 10 social studies lesson on how workers are protected globally. The learning intention and success criteria provided an overview but did not specify the skills being learned. There were disruptive students who struggled with literacy and social studies credits. The teacher provided whole-class instruction and independent work, but some students avoided extension tasks or didn't understand the questions. The facilitator's goals were to differentiate instruction based on student ability levels, including scaffolding tasks and using literacy strategies, and to engage both lower-achieving and higher-achieving students.
The Cafe Book
The document outlines the CAFE framework for literacy assessment and instruction. It describes key components of the CAFE notebook used to track student progress, including forms to plan conferences and strategy groups. Conferences involve assessing students, setting goals, and providing targeted instruction. Strategy groups are formed based on common student needs. Whole class instruction is also used to teach literacy strategies from the CAFE menu.
livingyourreality (1)
The document discusses the importance and process of setting goals. It defines goals as visions or ideas that people wish to achieve for themselves or others. Goals provide motivation, structure and direction. The document then prompts the reader to reflect on where they see themselves in the short and long-term future. It encourages writing down goals and developing a specific plan of action with steps and a timeframe to help achieve those goals. Maintaining focus on goals requires daily review and completing tasks regularly toward the end vision.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them as a motivator and to hold oneself accountable.
Setting Professional Goals
The document provides perspectives on goal setting and guidelines for creating SMART goals. It emphasizes that goals give life meaning and motivate people to strive and accomplish things they otherwise thought impossible. The acronym SMART is used to outline goals that are specific, measurable, attainable, realistic, and timely. Examples of specific, measurable goals are provided. The document encourages writing goals down and posting them in a visible place to stay motivated and on track to achieve them.
Goal setting
The document provides guidance on effective goal setting for student organizations. It recommends that chapters brainstorm goals, prioritize the most important ones, and develop an action plan to accomplish each goal. Goals should be specific, measurable, achievable, relevant, and time-bound. An example action plan is given for increasing chapter membership by 6 people over the course of a semester through outreach campaigns, involvement fairs, and new member meetings. Evaluation is important to assess if goals were met and determine next steps.
Smart goals
This document discusses student learning goals and portfolios. It defines SMART goals as specific, measurable, action-oriented, realistic, and timely. Students are responsible for setting their own learning goals. Learning portfolios allow students to reflect on their work and provide evidence of achieving learning goals. The document provides examples of how to write SMART goals that are specific, measurable, include actions with strategies, are realistic in scope, and have established timeframes.
Personal goal setting
The document discusses the importance and process of personal goal setting. It recommends starting by identifying lifetime goals across various life categories. The next steps are to establish smaller, intermediate goals at the 5-year, 1-year, 6-month, and 1-month levels to work towards the lifetime goals. Goals should be specific, measurable, attainable, relevant, and time-bound for maximum effectiveness. Regular review and adjustment of goals is also advised.
Long term vs. short-term goals
This document discusses the differences between short-term and long-term goals. It notes that short-term goals are ones that can be achieved in the near future, such as items on a to-do list, while long-term goals usually take 5-10 years to achieve. The document prompts the reader to identify their own goals as either short-term or long-term. It also suggests identifying steps to achieve an important goal and how achieving that goal made them feel. Finally, it discusses using the "why" question to uncover deeper motivations behind goals.
Literacy Update Oct-13-09
The presentation outlined the Franklin School District's literacy initiative for the 2009-2010 school year. The goals were to implement readers' workshop in elementary schools, teach comprehension strategies, and use the Key Three reading strategies in middle schools. Professional development for teachers would include lab classrooms, coaching, and graduate coursework to support the literacy goals and increase student learning.
The key points of learning to learn
Teaching students how to learn is as important as teaching content. Students should be taught good learning approaches like underlining or discussing what they read to help them obtain new knowledge and improve learning outcomes. Some key learning strategies mentioned include making questions, relating new topics to prior knowledge, discussing topics with others, practicing repeatedly, and using diagrams. Teachers should check that children understand what is being taught and how to learn it by asking questions about the lesson topics and ideas, what they will do to remember key points, if anything was unclear, and what they already know about the topic.
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Congratulations, your students are now ready to develop plans for their chosen career and implement them!
From the previous session, they were able to identify their strengths and weaknesses, and analyzed opportunities and threats that run with them. They also learned that SWOT is not only an effective tool for business but is also beneficial for job seekers and students like them who aim to climb the career and success ladder.
In this module, they will learn the step by step procedure in making plans depending on their timeframe. This will assure them of a more structured and reliable implementation of plans that will lead to achieving goals. Finally, this session will enable them to focus their talents, skills, and values to the career and life plans that they dream of.
So, let us now take off and begin their future today!
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Prepare your answer in word or some other format. Cut and paste it into the text window for this assignment.
You must answer the following questions. This assignment should not exceed 1500:
(1) STRENGTHS: Looking across the topics and self-assessments covered to date, what are my main strengths? How can I leverage those strengths in taking control of my university success?
(2) WEAKNESSES: Looking across the topics and self-assessments covered to date, what are my main weaknesses? Why might addressing those weaknesses be important for taking control of my university success?
(3) CHALLENGES: After reviewing my 6 MyPlanners to date, these are the critical patterns I see in my weekly attempts to take control of my learning. For this you should pay particular attention to: (a) engagement (Q. 1), (b) Goal attainment (first question after STOP sign), (c) Challenges - particularly patterns over time in the challenges that get in your way, (d) Other things such as feeling or motivation reported in the myPlanner.
(4) TARGET FOR CHANGE: Based on what you have summarized above, identify and justify one main thing you want to tackle in the remaining part of the semester. This should be something you want to take control of. It should be something you see as critical for your success in one (or more) of your other courses. Be explicit about whether the thing you want to change is about changing a: (a) behavior, (b) cognitive process or outcome, (c) motivation, or (d) feeling (emotion/affect).
(5) HOW WILL YOU EVALUATE YOUR SUCCESS? What data do you need to collect to figure out if you have been successful in tackling/addressing that target for change. In addition list 5 self-assessments you would like to redo at the end to self-evaluate your change.
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My strengths are knowing to creating goals and finding the correct adjustment to correct the problem.Through the report, the scores of planning, information management strategy and debugging strategies are relatively high. Personally, I am used to setting goals and planing before I started to learning, and I am satisfied with the good performance in organizing and engage in learning information more efficiently during the process. I also focu ...
20100713 goal setting and small group activity - ams ed. -
This is a special edition of the power point presentation prepared for the 9 day Programme on Personality Development, [ 6th to 15th July 2010], organized for the benefit of the final year students of the graduation programme of the Andhra Mahila Sabha College for Women, Hyderabad. The programme was conducted mainly in Telugu. The live audio recordings can be freely listened to at: www.archive.org – please search for Prof. V. Viswanadham and further search for the topic.
Charting out the Perfect Career Guidance for Business Ad
The document provides career guidance for students studying business administration. It outlines the author's educational and professional background working in education, human resources, and business. It then poses a series of questions to guide career planning, including why the author chose business administration, their goals, plans to achieve goals, where they want to be in 5-10 years, and how they can contribute most to a company. The document emphasizes setting SMART goals, creating a career roadmap, finding connections between goals and jobs, and ensuring a company can help achieve long-term goals. It stresses the importance of skills like communication, emotional intelligence, and motivation for business leadership.
Sample goals for teachers to use with students
The document discusses how to set meaningful and attainable goals. It provides guidance on creating goals that are specific, measurable, and focused on learning rather than just assessments. Sample goals are analyzed to determine if they meet criteria of being meaningful, realistic, and identify the true objective the student is trying to achieve. Students are encouraged to reflect on progress towards their goals throughout the year and rewrite goals if needed to better reflect their overall aims.
49Learning PointsHow do I• Develop plans that will .docx
49
Learning Points
How do I:
• Develop plans that will help me achieve my goals?
• Clarify my values and decide what is really important to me?
• Develop a personal mission statement?
• Make progress toward my goals, especially when I hit a roadblock?
• Evaluate options concerning ethical dilemmas?
• Know if I am making ethical decisions?
Matthew Smith was enjoying his work as an associate at a leading consulting firm in
New York. The hours didn’t bother him. As the first person from his family to attend col-
lege, he was used to working hard for what he wanted in life. He had worked part time
all the way through high school and college to pay for tuition, room, board, and other
immediate expenses. Now in his third year, he was contemplating his next career step.
Most of Matthew’s friends had moved on to graduate business school, but his boss had
convinced him to stay on. With all the excitement over “new economy” growth clients,
there was plenty of interesting work to go around. He was traveling overseas frequently,
had a good set of friends, had a partner, and was enjoying his current situation. So what
was troubling him? In the back of his mind Matthew realized he wasn’t sure what he
should do next. For possibly the first time in his life he didn’t have to focus single-mindedly
on one goal, such as paying for college. He now had multiple priorities in which he was
interested. But he didn’t have a clue as to how to start making plans to attain any one
of them. Besides, he thought, “I’m always working, anyway. How would I have time to
even think of anything else? So it doesn’t really matter that I’m not sure where I’m
headed.” Or does it?
1. What are the issues Matthew is facing?
2. Should Matthew follow the rest of his friends to graduate business school?
3. Why is it difficult for him to set new priorities for himself ?
4. What advice would you offer Matthew?
Establishing Goals
Consistent with Your
Values and Ethics
3
dej11632_ch03_049-075.indd 49 1/22/18 8:15 AM
50 1 / Intrapersonal Effectiveness: Understanding Yourself
5. How can Matthew set new goals and work toward them while fulfilling his obliga-
tions to his present position?
“If you don’t know where you are going, you’ll probably end up someplace else.”1
Yogi Berra—professional
baseball catcher, manager,
and coach
A goal is a level of proficiency or standard of behavior we wish to attain within a specified period of time.2 If you don’t have a plan to direct your life, where will you end up? Effective goal setting gives you direction and purpose while provid-
ing a standard against which to measure your performance. Having goals also allows
individuals and organizations to have a clear understanding of what they are trying to
accomplish. This chapter describes personal goal setting and values clarification: what
goals and values are, the benefits of being aware of your goals and values, and how to
improve your ability to set meaning ...
C:\Fakepath\Becoming An OU Student
This document provides tips and guidance for new students at the Open University (OU) on developing a growth mindset, managing time effectively, and maximizing study time. It discusses Carol Dweck's research on fixed and growth mindsets, emphasizing the importance of believing that intelligence can be developed through effort. The document also suggests keeping a learning journal to reflect on progress, setting goals for the first six weeks of study, prioritizing tasks, and using time efficiently.
An example IDP
The document discusses the Individual Development Plan (IDP) tool for graduate students. The IDP is designed to (1) identify career goals and objectives, (2) assess skills relative to goals, and (3) develop a plan to acquire needed skills. It serves as a planning and communication tool between students and mentors. Effective implementation of an IDP involves regular self-assessment, writing and revising the plan with mentor input, and surveying potential career paths.
SMART target setting for West Thames College students
The document discusses setting SMART targets, which are goals that are specific, measurable, achievable, realistic, and time-bound. Setting SMART targets has numerous benefits, such as increasing motivation and self-confidence. It also helps with monitoring progress and identifying areas for improvement. The document provides examples of both SMART and non-SMART targets, explaining how to ensure targets meet all five SMART criteria by asking a series of questions. Breaking long-term goals into shorter-term SMART targets is recommended.
21st century SMART GOALS FOR teachers.pptx
21st century smart goals for educators to implement while planning their classes and adopt during future lesson plans.
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#peivandpirouzi #training #canada #pirouzi #international #funding #immigrants #refugees #canada #immigration #education Mindset for teaching and learning
This document discusses how understanding growth mindset can help teaching. It explains that a lesson plan guides instruction and includes objectives, materials, and evaluation. A growth mindset believes abilities can be developed, while a fixed mindset believes abilities are innate. Understanding mindsets helps teaching by encouraging students to take on challenges, never give up, seek feedback, and collaborate for growth. It also helps teachers understand individual students to plan lessons that meet diverse needs.
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Futures planning for personal development 30 sept 2015
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Review, synthesize, and reflect on data you have collected about y.docx
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Charting out the Perfect Career Guidance for Business Ad
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49Learning PointsHow do I• Develop plans that will .docx
SMART target setting for West Thames College students
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I masterclasses series 3 episode 1v3
Personalisation starts with the learner. Teachers can easily support students to select appropriate eLearning tools to strengthen and demonstrate their learning within a VELS/AusVELS framework? Why would/should we personalise learning? What are the benefits for Teaching and Learning?
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I masterclasses episode 5
Students reflect on their SMART Goals in Blogs in Ultranet. Today we look at some examples of sentence stems which guide students through the reflection process. This session shows in detail how PLTs can work together effectively to have SMART Goals and Reflections available to students, teacher and parents 24/7.
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This document outlines a student's career action plan for Year 12. It includes a personal profile, future career and education goals, an action plan to achieve these goals, and resources needed. The student's plan is to pursue further education in [CAREER CHOICE] and apply to [PROVIDERS OF FURTHER EDUCATION]. They have set goals to improve [ACADEMIC SKILL] and meet deadlines, and will seek help from teachers, career counselors, and their portfolio containing application materials. Progress will be reviewed at the end of the year.
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Cap year9
- 1. My Career Action Plan (Year 9) My Career Action Plan helps me focus on my goals and plans for the future. It will help me to work out what I want to achieve and how I can go about realising these goals. Who am I? Name:________________________________________________ Date:__________________ Which subjects am l studying? What extra activities am l involved in? At School Outside school Include any paid employment My top 3 skills: My 3 important values: My best subject/s: My favourite subject/s: My proudest achievement: My favourite leisure activities: My possible career choices: Page 1
- 2. Where am I now? What did I achieve last year at school? HINT – Be positive. Give yourself a pat on the back for achieving even parts of a goal or for achievements that were not planned. What did I achieve last year in the community or at home? HINT – Be positive. Give yourself a pat on the back for achieving even parts of a goal or for achievements that were not planned. What have I learnt about me? HINT – Be positive and in a few words describe you e.g. confident. You can ask a friend or family member to help. Page 2
- 3. My future plans What are my current education goals? What is my target date for each goal? HINT- Your goals can be success HINT – You may want to have in a subject, being in a sports team short, medium and long-term goals. or talking less in class. Make sure Set realistic target dates. Make sure you can Measure, Achieve, Time, you give enough time to change and Evaluate your goals. your mind. What are the benefits of achieving my goals? What further education and training do I need for my career choices? HINT – Consider such things as future choices HINT – Consider what and self development. qualification is needed. Are there any subjects you must study? Who can help me with my goals? HINT – Think strategically. Use your family, friends, teachers and networks you trust to support you. Page 3
- 4. My Review Date: Which goals have I achieved at this stage? HINT – Review your plan regularly and as you reach your goals, set new ones. Which goals do I need to work at achieving? Resources to help me What new goals do I want to achieve? What is my target date for each goal? Have my career choices changed? What subjects do I want to do next year? Will l include any VCE, VET or VCAL, TAFE Taster, School Based Apprenticeship or Traineeship studies in my Year 10 program? YES / NO Who can help me with this information? Page 4