The article gives reference to a specific school in Wisconsin that has begun to set SMART goals that are directly tied to improvement of student learning. It emphasized that SMART goals be written by the teachers who will implement the goals with students and they should choose goals that are meaningful to them as long as they are related to student achievement. “What happens in these schools is beginning to happen in many schools across the country: Teachers take collective responsibility for improving student learning, and principals take responsibility for establishing school cultures where this can happen” (O’Neill 2000). The article also suggests using Pareto analysis to help focus and break down data on one or two goals. It is important to stay focused on specific goals for the year and be specific. If you set too many they will not be accomplished. The Pareto analysis asks teachers to further break down the goal into indicators, measures and targets (O’Neill 2000).
In DuFour, Chapter 6, it discusses the importance of SMART goals and linking them to district goals. Every goal that we set at Stevenson High School must be connected to our district goal. I believe it is a very powerful tool when you have many teams working toward the same vision. Instead of breaking it down into the Pareto analysis, it is suggested to set strategies and action steps, state who is responsible, set timelines and describe evidence of effectiveness (DuFour 2010).
Setting SMART goals seems to be at the center for assuring that the PLC’s maintain consistent focus on student learning and have a major impact of school success. It is important that when setting SMART goals that they are set by teachers implementing them, but continue to be linked with the school’s vision.
References:
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.
O'Neill, Jan. "SMART Goals, SMART Schools." Educational Leadership 57.5 (2000): 46-50. ERIC. Web. 26 Jan. 2012.
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