GaolSettingForTeachers-Omar

Goal Setting for Teachers:
An Option for Connecting Teacher Performance to
Academic Progress
IAT TEC 2016
Abu Dhabi
April 4-5 2016
Omar Al Noursi

Bio data
 Dr. Omar is currently working as the Lead Teacher of the English
department in the ATHS Ain Boys Campus .
 Has published refereed articles and presented papers in international
conferences on topics related to educational technology, teacher
education, learner autonomy and curriculum design.
 Mr. Al Noursi is also a member of reviewing teams for International
Journal of Bilingual Education and Bilingualism, African Educational
Research Journal and TESOL Perspective.
 Has an excellent experience in internal accreditation and is a member
of IAT Quality Assurance Council.
 Received GESS award for outstanding contributions in education in
2014,
 Received the Institute of Applied Technology External Participation
Award 2014
 Received Sheikh Hamdan Award for Distinguished Academic
Performance in 2006

IAT TEC 2016 Abu Dhabi
2

 Participants will
3
• identify how goal setting is connected to improved educator
effectiveness
• understand the process for goal setting process
• identify what makes a good goal
• Write/revise a/the draft of the goals he/she intends to achieve.
• understand the process for self-reflection to identify
his/her strengths and weaknesses
• determine the areas that he/she will work on.
Objectives
• be provided with resources to develop effective SMART
goals.

4
• Define goal setting.
• Importance of goal setting.
• Process of goal setting.
• Guidelines of setting Goals.
- What makes a good goal
- Giving a weight to goal
- Calculating attainment for each goal
• Types of goals.
• Write your goals.
• Tips for successful implementation
Agenda

Resources
 PowerPoint Slides
 Handouts /Articles
 Worksheets
 Web links
 Forum for discussion
(posted on Website)
Course: Goal Setting:IATTEC2016
Web Site: https://app.schoology.com
Access code: TXCZP-DKTT9
5

The Process
 “Would you tell me, please, which way I ought to go
from here?” asked Alice.
 “That depends a good deal on where you want to get
to,” said the Cat.
 “I don’t much care where—” said Alice.
 “Then it doesn’t matter which way you go,” said the
Cat.
• --Lewis Carroll
• From Alice’s Adventures in Wonderland (2002, p. 53)
6

7
Think, Pair, Share
Are you what you planned to be when you were at school?
If you are not what you thought you would be,
what stopped you?

Goal Setting, What is it?
8
Goal setting involves the development of an action plan
designed to motivate and guide a person or group toward a
goal.[1] Goal setting can be guided by goal-setting criteria (or
rules) such as SMART criteria. Goal setting is a major
component of personal-development and management
literature.
The definition of goal setting is the process of identifying
something that you want to accomplish and establishing
measurable goals and timeframes.

Importance of Goal Setting
9
Please go to the course and click on
Padlet1: Importance of goal setting for teachers
Double click on the wall and write your thought.
How important is goal setting for you?

Why goal setting for teachers?
 is an important component of a teacher’s development.
 focuses on improving a few specific, high-impact skills rather than
trying to improve everything at once.
 Studies by Edwin A. Locke have shown that more specific and ambitious goals lead to more
performance improvement than easy or general goals.
 helps teachers reflect on their professional practice.
 guides teachers’ subsequent efforts to develop into highly effective
teachers.
 drives significant progress in student achievement and personal
effectiveness.
 Helps self confidence
 Is one way to self motivate
 is required by the Federal Authority for Government Human
Resources (FAHR) in accordance with UAE Federal Decree(11,
2008) of the UAE Federal Government Human Resources law
10

11
Goal
Setting
Professional
Growth
Focus on
impactful skill
Self Reflection
Student
Achievement
Self Confidence
Self Motivation
A requirement
Evaluation

Goal Setting Process
12

Step 1:
Examine
Practice
Step 2:
Goal
Setting
Meeting
Step 4:
Monitor
and
Document
Progress
Step 3:
Giving
Weight
to each
goal
Step 5:
Calculating
Goal
Attainment
Overall Process
13

1: Examining Practice
14
- independently reflect on their practice
- identify their strengths and areas need improvement
- Keeping in mind the School’s SIP/ and the department plan,
- identify up to four areas as the focus for their professional
goals.
Remember:
When developing goals, you should think about how you
will provide evidence that the goals were met.

15
Beginning Teacher’s Views of Self Questionnaire
(BTVoS Questionnaire)
Respondent Code Number: _____________
Consider your own development as a beginning teacher. Describe your development using the following
53 items. Circle the number that best corresponds with where you would place yourself on the following
continuum:
1
2 = I am just beginning to look at this matter
3
4 = I have made substantial progress on this matter
5
6 = I have developed this matter into one of my strengths
7
Items Scale
1. I have established a good rapport with my
student as individuals.
1 2 3 4 5 6 7
2. I use a variety of instructional methods
appropriate to the content I teach.
1 2 3 4 5 6 7
3. I understand the general procedures (e.g.,
attendance taking; accessing materials and
supplies; filling out forms) used in the
building(s) in which I teach.
1 2 3 4 5 6 7
4. I identify individual differences among my
students and adjust for those differences in
my planning and teaching.
1 2 3 4 5 6 7
5. I communicate with parents and families in
ways that are positive and productive.
1 2 3 4 5 6 7
6. I turn to those in the school(s) who can
help when I need to resolve problems.
1 2 3 4 5 6 7
7. I pace my lessons so that students are
neither overwhelmed nor bored.
1 2 3 4 5 6 7
8. I regularly reflect on my own teaching
performance.
1 2 3 4 5 6 7
9. I use various technologies to help student
learn.
1 2 3 4 5 6 7
Go to the course and
download “Teacher
Self Assessment file” to
roughly identify your
strength and areas of
weaknesses.

16
Use the “ Teacher Reflection Form” from the course
to write your reflection on your performance.

1. What do I want to change about my practice that will effectively
impact student learning?
1. How can I develop a plan of action to address my professional
learning?
1. How will I know if I accomplished my objective?
By now, you should be able to answer these questions:
17

18
2: Goal Setting Meeting
The following are some questions that might be asked:
• What are some reasons that this goal is important?
• What impact might this goal have on student achievement?
• How might you attain this goal?
• What are some resources or support you might need to attain this
goal?
• What are some types of evidence you might collect while working on
this goal?
• What is the Baseline Data to measure the achievement of the goals?
After the meeting, the teacher should write a final draft of goals and
submit it to the administrator.

19
· Student Outcome Goals –
Teachers will work with their
school teams to set student
outcome goal(s) for each
grade and subject they teach.
1. Tied directly to the most important thing –
RESULTS! / Skills
2. Mastery Goals: all students are expected to reach a given
achievement level.
3. Tiered Goals: baseline data defines district groups. Each
group is expected to reach a level.
· Professional Learning Goals –
Teachers will set a minimum of
1 professional learning goal.
o Answer the question: “What are the 1 or 2 instructional
practices that are highest priority for me to improve in order
to meet my student outcome goals?
· Personal priorities – This
category is optional.
- This category is optional depending on teacher/supervisor
feedback.
Main Areas to address

20
Using your baseline data, write your goal.
To do so, use the “Examine your practice worksheeet1” file

21
3. Giving weight for your goals

22
3. Giving weight for your goals
Use weighting to prioritize goals
Ensure that the weights truly reflect your organizational
values and priorities
Get agreement on weighting
Remember
Ensure that you are able to calculate the accomplishment

4: Monitor and Document Progress
23
Throughout the year teachers should regularly review their
established goals. During Planning and Post Conferences
with their administrators, teachers and administrators
should collaboratively review the established goals and if
necessary, consider revising goals. Teachers should
record their collected evidence so that it can be used as a
reference when reflecting on their goals.
“What are the metrics/ baseline data we will use to
measure progress toward this goal at the three month
review? “

Sample Review
 I attended the Algebraic Thinking workshop and
incorporated this approach into my lessons. I have not yet
incorporated computers but will work with the Instructional
Technology teacher.
 Informal assessment data and STAR data indicate that at
least 38 of my students are continuing to struggle with
mathematics concepts.
 I plan to meet with the mathematics coach to discuss
specific needs and develop intervention plans for students. I
also plan to organize tutoring for struggling students. Goal
setting seems to be working with students but some
students are discouraged when they can visually see that
they are not meeting their goals. I will work with students to
set realistic, incremental goals.
24

25
The purpose of this conference is for the supervisor to have a
collaborative discussion about the teacher’s progress made
towards meeting his/her Professional Practice Goals and to
determine the percentage of achievement for each goal.
Without proper feedback channels it is impossible for
employees to adapt or adjust to the required behavior.

5: Calculating Goal Attainment
A goal attainment is a percentage that expresses the degree
to which the organization, group, or individual meets the
stated goal during the performance period.
Example: 90 % of my students……
Only 80 % students attained…….
This goal weighs 30%
80
−−
90
X 100= 88.9
88.9
−−−
100
X 30 = 26.7
26

Basics of Effective Goal Setting
 Express Goals Positively
 Be accurate/ SMART
 Set priorities
 Set goals that you have control over them
 Be committed to your goals
27

What makes a good goal?
28
S
Specific- The
goal addresses
student needs
within the content.
The goal is
focused on a
specific area of
need.
M
Measurable- An
appropriate
instrument or
measure is
selected to
assess the goal.
The goal is
measurable
and uses an
appropriate
instrument.
A
Appropriate- The
goal is clearly
related to the role
and
responsibilities of
the teacher.
The goal is
standards-based
and directly
related to the
subject and
students that the
teacher teaches.
R
Realistic- The
goal is attainable.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
T
Time-bound- The
goal is contained
to a single school
year/course.
The goal is
bound by a
timeline that is
definitive and
allows for
determining
goal
attainment.

Steps to writing a smart goal
Example
In the current school year, each student will
improve their reading level by at least one
grade level based on the STAR reading
assessment.
Specific;
Realistic
Time bound
Measurable
Appropriate goal
29

You analyze this goal…
Computer Applications
Goal
 By the end of the school
year, my students will
improve their keyboarding
skills.
Is it…
S
(Specific)
M
(Measurable)
A
(Appropriate)
R
(Realistic)
T
(Time bound)
30

Results?
Computer Applications
Goal
 By the end of the school
year, my students will
improve their keyboarding
skills.
Is it…
S
(Specific)
No, by how much will you
expect them to improve?
M
(Measurable)
Keyboarding is measurable,
but the goal does not address
how it will be measured.
What assessment?
A
(Appropriate)
Yes, appropriate for a
computer applications class.
R
(Realistic)
Maybe, it is hard to
determined if it realistic as
the reader does not know
how much the student are
expected to improve
T
(Time bound)
Yes, by the end of the year
31

32
Quiz
Plickers

 Individual goal: set for individual members
 Group goals: set for all members of a group
33

Writing Goals
35

36
Specific (What
do you want to
achieve?)
Measurable
(How will you
know the goal has
been met?)
Action
(What action will
you take? How will
you accomplish the
goal?)
Relevant
(Why is this
important?)
Time Frame
(When do you
hope to
complete this?)
Describe Possible Evidence
(How will you know if your
goal has been reached or
whether or not it has
impacted student learning?)
This is what you will include
when you write your
reflection later in the year.
I will
increase
my
knowledge
of effective
strategies
for
working
with ELL
students
resulting in a
10% increase
in the
language
proficiency
of my ELL
students
by
incorporating
3 new
research-
based
strategies
into my
planning and
instruction
to
accommodate
the individual
language
proficiency
needs of my
ELL students
each
marking
period
during
the
2015-16
school
year
I will compare my
lessons from last
year to my lessons
this year and review
the new strategies
that I have included.
I will compare the
results on the ELL
language
proficiency of my
ELL students from
last year to this
year.
Writing your SMART goals

37
State an
Intention
to Engage
in Learning
(Action
Verb)
Describe
an Area
of Focus
(What?)
Include the
Relevance
(Why?)
Add the
Activities
(How?)
Estimate a
Completion
Date
Describe Possible
Evidence
(How will you know if your
goal has been reached or
whether or not it has
impacted student
learning?) This is what you
will include when you
write your reflection later
in the year.
I will
incorporate
the use of at
least three
new
instructional
strategies
into my
teaching
practice
to help
students
become
independent
learners and
writers,
which will
result in a
10% increase
on the ELA
Regents
exam results
by using
strategies
found in
Pathways to
Understandin
g: Patterns
and Practices
in the
Learning
Focused
Classroom by
Laura Lipton
June, 2016 I plan to examine individual
student work samples from
lessons before and after using the
new strategies to see the
difference in the way they
develop their essays.
I also plan to compare my
students’ results on the ELA
Regents exam from last year to
this year.
I will improve my
communicati
on of goals,
expectations
, and
directions
clearly to my
students
so that the
purpose of
each lesson
is clear and
they will
know how to
proceed on
assignments.
by using
repetition
and
modeling the
correct
procedures
December,
2011
I plan to give my students weekly
or monthly surveys between
September and December in
which I will ask them to rate on a
scale of 1-4 how well they
understood the purpose of our
lessons that week and if they
understood what they were
supposed to do on the
assignments. I will compare the

From the course on schoology, Go to the wall :
http://padlet.com/omar_noursi1/sua2kbv39zbs
And write your goals
38

39
Choice: goals narrow attention and direct efforts to goal-relevant
activities, and away from perceived undesirable and goal-irrelevant
actions.
Effort: goals can lead to more effort; for example, if one typically
produces 4 widgets an hour, and has the goal of producing 6, one may
work more intensely towards the goal than one would otherwise.
Persistence: someone becomes more likely to work through setbacks if
pursuing a goal.
Goal commitment
Feedback: Managers should keep track of performance to allow
employees to see how effective they have been in attaining their goals.
The willingness to work towards
attainment of goal.
Successful Implementation of goal setting depends on

Tips that can help you set effective goals…
 Develop several goals. A list of five to seven items gives you several
things to work on over a period of time. Pick the most important
goal(s).
 State goals as declarations of intention: “I will try out for three
clubs.”
 Attach a date to each goal. State what you intend to accomplish and
by when. Short term and long term goals should be included.
 Be specific. “To raise my grade” is too general; “to raise my grade by
10%” is better.
 Share your goals with someone who cares if you reach them. Sharing
your intentions with your parents, your best friend, or your teacher
will help ensure success.
 Write down your goals and put them where you will see them. The
more often you read your list, the more results you get.
 Review and revise your list. Goal setting improves with practice, so
play around with it!
40

Thank You
41

GaolSettingForTeachers-Omar

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