Smart Goals For Teachers

    for teachers
  • Find pre-trip and post-trip environmental education lesson plans, packing lists, forms, and more.
  • Integrating Technology in Teaching
    smart goals
  • an acronym that stands for specific, measurable, attainable, realistic, and time-bound; utilized for goal setting.
  • Once you have planned your project, turn your attention to developing several goals that will enable you to be successful. Goals should be SMART - specific, measurable, agreed upon, realistic and time-based.
smart goals for teachers smart goals for teachers - The Power
The Power of SMART Goals: Using Goals to Improve Student Learning
The Power of SMART Goals: Using Goals to Improve Student Learning
The Power of SMART Goals shows readers how to transform their schools into places where every student is meeting and exceeding standards by shifting thinking to a focus on results. When goals are not used to prioritize efforts and resources, which in turn focuses behavior, people naturally return to the daily list of urgent problems, issues, crises, and new initiatives, ending each day feeling overwhelmed by the sheer volume of activities. Furthermore, goal setting is rarely used at the classroom level to improve rates of learning, even though they are powerful in improving achievement. This book s premise is that by implementing SMART (Strategic and Specific, Measurable, Attainable, Results-based and Time-bound) goals, educators have the ability to transform their schools and classrooms into places where each and every student meets and exceeds standards. Before educators can embrace SMART goals, however, they must first focus their thinking on results. The authors present several frameworks for adult and student goal-setting and then discuss: the barriers to goal-setting and monitoring; how to keep goals alive through supportive systems, policies, structures, and skill-building; the role of assessment in goal-setting; the power of goals to improve curriculum, instruction, and assessment; the role of professional development practices in goal-setting and improvement; how to build capacity for goal-oriented thinking; and case studies from real schools that are turning challenges into opportunities for learning and improvement.

Tisha Reichle
Tisha Reichle
Tisha Reichie has been a teacher at Santa Monica High School for 15 years. She never thought she would become a high school teacher. She was preparing to become a college professor and one of her requirements for a class was to go sit in on classes and she ended up teaching a lesson plan and never left. She stayed teaching high school students because she loved it and loves influencing them and being able to show them the options they have. She grew up with not as many option and the majority of her graduting class didn't even go to college her goal was to break the statistics and she wants to do the same with the students she teaches. Interview: These students have access to so many resources that I never even knew existed. I mean, we were told that, you could only go to college if you were really really smart. And even then just go to College of the Desert. It’s in Palm Springs. It’s right near by. That’s where everybody went. Sort of like the SMC for Santa Monica High School you know. Just go to college of the desert. You don’t really need to go away to school. And, in my graduating class of 150 people, there were 90 girls. Of those 90 girls, 15 were pregnant or already had children. The same or fewer went on to 4-year universities. And, of those 15-20 that went on, only about half of us completed a degree. And so, it was very much, for me, about not becoming a statistic. Whereas these students, I don’t think have that same kind of urgency about their academic needs. I moved around a lot. I came to Los Angeles to go to college in 1990. And I’ve been at UCLA, I went to UCLA, and I’ve been here since then. So more than half my life. But I didn’t grow up in this kind of school system. It was much smaller, always rural, small. I was taking graduate level course work, in English rhetoric and composition at Cal State Dominguez hills. A master’s degree with the intention of becoming a college professor. And, because Cal State Dominguez Hills masters degree in English had a creative writing option and at the end of my undergrad I started working on a novel. So I thought that would be a great transition or next step for me. And I took some education classes thinking as a college professor I don’t just want to be a subject matter expert, I want to be able to teach my subject. So, part of those…. So, I don’t know if they all take advantage of it. Unfortunately what I see, is that, the students who come from more affluent families, students who come from parents that are academically in the know, they’re the ones who know what to take advantage of. So I see my role then to say “look I’m just like you, my parents didn’t go to college, I didn’t know about all this stuff. In addition to teaching English, teaching literature, reading and writing, I’m gonna teach you how to be a student. How to access those resources. That your parents might not know to tell you about.” So I continue to teach because, one I’m really good at it. And nothing gives you great pleasure, nothing gives you more pleasure than being good at something. And because my primary goal in life has always been to be a student, this is kind of the next best thing. Instead of paying money, I get paid for doing it, not a lot, but enough. And, I love my students. In spite of all the bureaucratic nonsense, that we sometimes have to deal with, I think, being able to influence the lives of young people. It gives me great pleasure. I used to always joke that I’m the puppet master. Where else can you have a job where you control the lives of 150 people. So, I continue doing it because that’s what makes me happy. The hardest part about teaching is dealing with grownups. I don’t like to call parents. I would rather resolve conflicts and handle issues between myself and the student. I don’t like having to talk to other teachers, unless it’s to help a student. I don’t like sitting in grownup meetings. I don’t like doing all the paperwork that is required by the administration and the district and all that. All of that stinks. It’s to me, it’s the biggest waste of time ever. But I know it’s necessary. It’s a necessary part of the whole process. And, like I tell the students, any job you have, there are going to be things you don’t like. But, as far as dealing with students, I think the most challenging part, especially with juniors and seniors is that I have so many who are skill deficient. They come to 11th grade, they come to 12th grade, and they don’t have the necessary foundation to be academically successful. And there’s only so much you can do in 50 minutes, 5 days a week.
Malcolm X Malcolm X was born Malcolm Little on May 19, 1925 in Omaha, Nebraska. Malcolm had 7 bothers and sisters. Malcolm was a smart focused student and graduated from junior high at the top of his class, However, when a favorite teacher told Malcolm his dream of becoming a lawyer was "no realistic goal for a nigger," Malcolm lost interest in school so he drop out at went to Boston, Massachusetts to work. He traveled to Harlem, New York where he committed petty crimes. Eventually Malcolm and his buddy, Malcolm "Shorty" Jarvis, moved back to Boston, where they were arrested and convicted on burglary charges in 1946.
smart goals for teachers
The IEP from A to Z: How to Create Meaningful and Measurable Goals and Objectives (Jossey-Bass Teacher)
A truly comprehensive, teacher- and parent-friendly guide to creating clear and effective IEPs
With the skyrocketing diagnoses of ADHD, autism spectrum disorders, and related conditions in U.S. schools, there is a growing need for information on creating effective IEPs for exceptional students. The IEP From A to Z is a step-by-step guide showing teachers and parents how to get the right education plan in place for students with ADHD, Autism/Asperger's, Emotional/Behavioral Disturbance, and related conditions.
Provides easy-to-understand explanations of the special education process along with a wealth of sample effective IEPs
Explains what is most important for educators and parents to keep in mind during IEP development
Provides content area-specific sample goal and objective templates, general teaching tips for maintaining the IEP, and useful resources
From nationally recognized experts in the special education field, this book guides readers through the process of writing thoughtful, intelligent Individualized Education Plans that deliver high-quality, need-based educational programming to exceptional students.