I’ve been doing a lot of thinking and reading lately around goals, clarity, progressions and all things education. In my new role(s) as part-time PLD facilitator focusing on Leadership and Assessment part-time HPSS teacher + leader of assessment + leader of the performing arts area (this role is not new but the part-time part is), and part-time – who knows when I’m going to find the time – Sheilah Winn Shakespeare festival organiser, director, Stage Challenge co-ordinator, Classical Studies trip co-organiser… But I digress.
Goals are one of those things that we think that we need to do but I’m not sure how well-used they are in classrooms. Schools set goals, teachers set goals, teachers get students to set goals / co-construct goals, students set goals for themselves that they don’t share with us.
Personally I’ve been really unsatisfied with SMART goals for a long time. It took me a while to really put my finger on it. Locke and Latham’s seminal 2006 article on goals clearly define the differences between performance and learning goals. When reading this article I had an ‘aha!’ moment reading “a learning goal facilitates or enhances metacognition—namely, planning, monitoring, and evaluating progress toward goal attainment” – learning goals focus on the strategies needed for success whereas performance goals focus on the outcomes. SMART goals could be used to support learning goals but the lack of focus on the how (strategies, dispositions, skills) means than they may limit attainment of the goal.
I was re-reading Viviane Robinson’s Student-Centred Leadership on the plane yesterday and her comments about when to use SMART goals and when to use learning goals. More and more the puzzle pieces are falling into place.
“At one level, setting SMART goals makes sense because people cannot regulate their performance if they are unclear about how to assess their progress… At another level, there are occasions when the call to set SMART goals is inappropriate. In order to set a SMART goal, you have to know quite a lot about how to achieve it. When goals involve new challenges, how can you possibly know if it is achievable, if it is realistic, and how long it will take you to achieve it (Seddon, 2008)? In the absence of such knowledge, it may be better to set a learning goal or a broader performance goal that expresses your shared commitments and helps keep you focused”
Student-Centred Leadership, Kindle version, Location 1100
Surely, we are wanting to get our students to be considering new challenges – why are we encouraging them to put constraints around their goals because we think that performative goals are better / easier / they way, truth and the light? I believe that the needs must be addressed before there is goal setting. If the situation requires something that needs to be achieved (an outcome), sure go ahead, be SMART. However, if there is more at stake (and I would like to imagine that there is) a learning goal is a much better fit.
So timing is important. In preparation for playing the role of the “devil’s advocate” (yes that is an actual role one gets to play, it has a cool badge / picture thing and everything) on tonight’s #edchatNZ chat hosted by my lovely colleague and friend Danielle Myburgh (@missDtheTeacher), I was thinking about some provocative questions / statements which I could challenge teachers with. Here are some (n.b. I only used one or two as I was trying to respond to people’s statements):
- What is the point of deciding on “measurable” goals when dealing with innovation and change? Multiple measurements should evolve, shouldn’t they?
- Goal setting, with goal follow through, clear strategies and accountability, is meaningless. How much time do you dedicate to work with your students on follow through? What about your own goals? Your colleagues?
- how do your students’ individual goals impact their day to day experiences in your classroom?
- How much alignment is there between your students’, staff and school’s strategic goals?
- What checks and balances do you have to robust critique of goals? Yours, your students, or your colleagues goals?
- What is the point of goal setting if the goals are not enacted? Need to be coupled with frequent checking in and feedback/feedforward, what does this look like in your practice?
- Have your students been setting goals this year? Why? What evidence or research is underpinning your practice?
I guess from the feedback, aspects of my devil’s advocate role resonated with some. Personally, I felt that I was a bit slow and (as always) struggled with 140 characters.
I do believe in making the learning visible – using learning intentions which clearly show what we are learning, why we are learning and how we are learning is the key. The harder part of me is to relate this to each individual I’m teaching, be it in hubs, modules, my times or big projects.
On Monday, I will be starting working with my HPSS learning hub around their goals. I’ve got a couple of approaches to consider. I could just bowl in “Goal Setting” and support the students to make some learning goals through co-construction with me and each other, rather than performance ones, with clear check points for progress and keen understanding of what success of the goals may look like. This is what we did last year, however I felt that some students were occasionally complying with me because they are all decent people who trusted me enough that this was a good idea. We made the goals visible in our hub, we reflected on progress but I’m not convinced that there were enough deliberate acts to improve their learning goals. Not trying to make excuses but some things did get lost in the busyness of starting a new school last year.
However, the questions I was challenging myself to come up with to challenge others are now challenging me. What evidence will students be using to inform their goals? Is now the right time? How can I align my own goals for this year (which I have yet to formulate) to those of my hub? How can I best support my students in this highly personalised environment without resorting to following the “letter” of goal setting, rather than the “spirit”?
Over the weekend I’m going to keep pondering this and if I come up with something better, I’ll blog about it (promise).