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SMART Goals for Teachers
SMART
Goals
for
Teachers
1 / 13
1.
The
Goals
at
a
Glance
ST UDENT
ACHIEVEMENT
&
INST RUCT IO N
1.
Raise
reading
proficiency
in
third
-
period
ELA
from
62%
to
80%
of
students
at
or
above
grade
level
on
the
winter
i
-
Ready
diagnostic
.
2.
Increase
the
share
of
students
scoring
3
or
higher
on
the
district
argumentative
writing
rubric
from
48%
to
70%
by
the
March
writing
benchmark
.
3.
Bring
90%
of
my
third
-
grade
class
to
automatic
recall
of
multiplication
facts
through
10 (
under
3
seconds
,
no
counting
)
by
the
December
fluency
check
.
4.
Lift
science
vocabulary
mastery
—
students
correctly
using
at
least
20
of
24
target
academic
terms
—
from
40%
to
85%
on
the
ecosystems
unit
post
-
assessment
.
CLASSRO O M
MANAG EMENT
&
CULT URE
5.
Cut
average
transition
time
between
activities
from
4
minutes
to
90
seconds
or
less
by
the
end
of
the
first
quarter
.
6.
Reduce
off
-
task
office
referrals
from
11
per
month
to
6
or
fewer
by
February
,
measured
against
the
first
-
quarter
baseline
.
7.
Increase
homeroom
daily
attendance
from
91%
to
96%
and
cut
chronic
absenteeism
from
14%
to
below
8%
by
the
last
week
of
school
.
ASSESSMENT
&
DATA
8.
Return
graded
feedback
on
every
major
assessment
within
48
hours
,
tracked
on
a
visible
turnaround
log
,
across
all
four
quarters
.
9.
Run
a
weekly
exit
ticket
in
every
class
period
and
form
reteach
groups
from
the
results
within
three
days
,
for
32
instructional
weeks
.
10.
Bring
one
common
formative
assessment
per
unit
to
the
grade
-
level
PLC
and
calibrate
scoring
with
at
least
two
colleagues
before
returning
it
to
students
.
FAMILY
&
CO MMUNIT Y
ENG AG EMENT
11.
Make
one
positive
,
personal
contact
with
100%
of
families
on
my
roster
within
the
first
six
weeks
of
school
,
logged
by
date
and
method
.
12.
Raise
parent
–
teacher
conference
attendance
from
71%
to
85%
of
families
by
adding
two
evening
slots
and
a
virtual
daytime
option
.
2 / 13
13.
Send
a
bilingual
(
English
/
Spanish
)
family
newsletter
every
month
for
all
ten
months
,
with
one
feedback
question
attached
to
each
issue
.
PRO FESSIO NAL
G RO WT H
&
LEADERSHIP
14.
Complete
Component
2
of
National
Board
Certification
—
the
differentiation
-
in
-
instruction
portfolio
entry
—
and
submit
it
by
the
April
30
deadline
.
15.
Observe
four
colleagues
teaching
outside
my
grade
band
,
then
implement
and
document
three
specific
strategies
from
those
visits
by
March
31.
16.
Mentor
one
first
-
year
teacher
through
16
biweekly
30-
minute
coaching
sessions
,
documented
on
a
shared
log
of
goals
and
next
steps
.
17.
Earn
the
district
'
s
Advanced
Technology
Integration
micro
-
credential
by
completing
all
six
modules
and
the
capstone
lesson
before
June
1.
WELLBEING
&
SUSTAINABILIT Y
18.
Leave
campus
by
4:30
p
.
m
.
on
at
least
four
of
five
workdays
,
tallied
weekly
,
beginning
the
first
week
of
October
.
19.
Protect
two
uninterrupted
45-
minute
planning
blocks
each
week
by
closing
the
door
,
muting
notifications
,
and
posting
a
return
time
.
20.
Hold
a
monthly
30-
minute
team
check
-
in
focused
on
workload
triage
—
what
to
drop
,
not
what
to
add
—
from
October
through
May
.
3 / 13
2.
Full
SMART
Breakdown
0 1
Raise
reading
proficiency
in
third
-
period
ELA
S
S P EC IFIC
Target
the
fifteen
students
who
scored
below
grade
level
on
the
fall
i
-
Ready
diagnostic
with
four
guided
-
reading
sessions
per
week
,
using
leveled
texts
one
band
above
their
instructional
level
.
M
MEAS UR ABL E
80%
of
the
class
at
or
above
grade
level
on
the
winter
i
-
Ready
reading
diagnostic
,
up
from
62%
in
the
fall
—
an
18-
point
gain
.
A
AC HIEVABL E
The
class
meets
55
minutes
daily
,
the
school
maintains
a
leveled
book
room
,
and
small
-
group
rotations
are
already
running
three
days
a
week
.
R
R EL EVANT
Reading
proficiency
gates
performance
in
every
other
content
area
and
is
the
school
'
s
stated
improvement
priority
for
the
year
.
T
T IME
-
BOUND
Winter
diagnostic
window
,
January
13–24,
with
monthly
running
records
as
checkpoints
.
0 2
Increase
argumentative
writing
scores
S
S P EC IFIC
Teach
a
six
-
week
argumentative
writing
unit
focused
on
claim
,
evidence
,
and
reasoning
,
with
two
full
essay
cycles
and
a
one
-
on
-
one
revision
conference
for
every
student
.
M
MEAS UR ABL E
70%
of
students
scoring
3
or
higher
on
the
district
argumentative
writing
rubric
,
up
from
48%
on
the
fall
baseline
.
A
AC HIEVABL E
The
department
already
shares
a
rubric
and
anchor
papers
,
and
I
have
two
co
-
planning
periods
a
week
to
build
the
unit
.
R
R EL EVANT
Argumentative
writing
carries
roughly
30%
of
the
state
ELA
assessment
and
appears
in
every
content
-
area
literacy
standard
.
T
T IME
-
BOUND
March
writing
benchmark
,
with
an
on
-
demand
mid
-
unit
prompt
in
early
February
.
4 / 13
0 3
Build
multiplication
fact
fluency
in
third
grade
S
S P EC IFIC
Run
a
daily
ten
-
minute
fluency
routine
covering
multiplication
facts
through
10,
using
paired
practice
,
timed
sprints
,
and
a
weekly
fluency
partner
check
.
M
MEAS UR ABL E
90%
of
students
answering
40
mixed
facts
accurately
in
under
three
minutes
with
no
counting
on
fingers
,
measured
on
the
December
fluency
check
.
A
AC HIEVABL E
Ten
minutes
fits
inside
the
existing
math
block
,
and
the
routine
needs
no
new
materials
beyond
the
fact
cards
the
school
already
stocks
.
R
R EL EVANT
Fact
fluency
is
the
prerequisite
for
the
fourth
-
grade
multi
-
digit
multiplication
and
fraction
standards
these
students
move
into
next
year
.
T
T IME
-
BOUND
Fluency
check
on
December
12,
with
progress
posted
on
a
class
fluency
wall
each
Friday
.
0 4
Lift
academic
vocabulary
mastery
in
science
S
S P EC IFIC
Pre
-
teach
and
spiral
24
target
academic
terms
across
the
eight
-
week
ecosystems
unit
using
a
word
wall
,
sentence
frames
,
and
three
retrieval
-
practice
quizzes
.
M
MEAS UR ABL E
85%
of
students
correctly
using
at
least
20
of
the
24
terms
in
written
responses
on
the
unit
post
-
assessment
,
up
from
40%
on
the
pre
-
assessment
.
A
AC HIEVABL E
The
unit
already
spans
eight
weeks
,
and
the
terms
come
straight
from
the
district
curriculum
map
rather
than
an
added
list
.
R
R EL EVANT
Vocabulary
load
is
the
most
-
cited
barrier
for
my
English
learners
on
the
science
assessment
,
and
the
terms
transfer
directly
to
ELA
and
social
studies
.
T
T IME
-
BOUND
Post
-
assessment
on
the
final
Friday
of
the
unit
,
with
retrieval
quizzes
in
weeks
3, 5,
and
7.
5 / 13
0 5
Cut
transition
time
between
activities
S
S P EC IFIC
Teach
,
post
,
and
rehearse
three
named
transition
routines
—
materials
out
,
rotation
move
,
whole
-
group
reset
—
with
a
visible
timer
and
the
class
goal
posted
at
the
front
of
the
room
.
M
MEAS UR ABL E
Average
transition
time
drops
from
4
minutes
to
90
seconds
or
less
,
measured
by
stopwatch
across
ten
random
observations
per
month
.
A
AC HIEVABL E
The
routines
are
adaptations
of
ones
already
working
in
two
neighboring
classrooms
,
and
nine
of
my
ten
daily
transitions
repeat
in
the
same
order
.
R
R EL EVANT
Recovering
even
two
minutes
per
transition
returns
roughly
18
hours
of
instruction
across
the
school
year
.
T
T IME
-
BOUND
End
of
the
first
quarter
,
October
24,
then
monitored
monthly
for
the
rest
of
the
year
.
0 6
Reduce
off
-
task
office
referrals
S
S P EC IFIC
Implement
a
two
-
minute
morning
check
-
in
with
the
four
students
who
generate
the
most
off
-
task
referrals
,
plus
a
posted
reset
corner
and
a
private
signal
for
taking
a
break
.
M
MEAS UR ABL E
Off
-
task
referrals
drop
from
11
per
month
to
6
or
fewer
per
month
by
February
,
using
the
first
-
quarter
office
referral
log
as
the
baseline
.
A
AC HIEVABL E
Four
students
is
a
manageable
caseload
,
and
the
check
-
in
happens
during
morning
arrival
,
which
is
already
unstructured
time
.
R
R EL EVANT
Referrals
pull
students
out
of
instruction
and
are
the
strongest
predictor
of
suspension
in
our
building
'
s
discipline
data
.
T
T IME
-
BOUND
February
28,
reviewed
with
the
school
counselor
at
the
six
-
week
and
twelve
-
week
marks
.
6 / 13
0 7
Improve
attendance
and
cut
chronic
absenteeism
S
S P EC IFIC
Launch
a
homeroom
attendance
routine
:
a
Monday
class
goal
,
a
Friday
perfect
-
week
recognition
,
and
a
personal
call
home
after
any
second
consecutive
absence
.
M
MEAS UR ABL E
Daily
attendance
rises
from
91%
to
96%,
and
the
share
of
students
missing
10%
or
more
of
school
falls
from
14%
to
below
8%.
A
AC HIEVABL E
The
attendance
clerk
already
runs
weekly
reports
,
and
homeroom
meets
every
morning
for
twenty
minutes
.
R
R EL EVANT
Chronic
absenteeism
is
the
strongest
correlate
with
course
failure
in
our
district
'
s
data
,
and
homeroom
is
where
the
habit
is
built
.
T
T IME
-
BOUND
End
of
the
school
year
,
June
5,
with
monthly
progress
checks
against
the
96%
target
.
0 8
Return
feedback
within
48
hours
S
S P EC IFIC
Adopt
a
fixed
grading
protocol
:
score
the
same
rubric
strand
for
the
whole
class
at
once
,
use
comment
codes
instead
of
full
sentences
,
and
batch
-
record
in
the
gradebook
.
M
MEAS UR ABL E
100%
of
major
assessments
returned
within
48
hours
,
tracked
on
a
turnaround
log
posted
beside
my
desk
,
across
all
four
quarters
.
A
AC HIEVABL E
Batching
by
strand
takes
about
25
minutes
per
class
set
once
the
comment
codes
are
written
,
and
the
codes
carry
over
between
assignments
.
R
R EL EVANT
Feedback
that
arrives
a
week
later
changes
nothing
;
students
need
it
while
the
task
is
still
live
in
memory
.
T
T IME
-
BOUND
All
four
quarters
,
with
the
log
reviewed
at
each
nine
-
week
mark
.
7 / 13
0 9
Run
weekly
exit
tickets
into
reteach
groups
S
S P EC IFIC
Run
a
three
-
question
exit
ticket
at
the
end
of
every
class
period
,
sort
responses
into
three
piles
during
the
next
planning
block
,
and
pull
a
reteach
group
the
following
day
.
M
MEAS UR ABL E
At
least
30
exit
tickets
per
class
across
32
instructional
weeks
,
with
a
reteach
group
formed
within
three
days
whenever
more
than
a
third
of
the
class
misses
the
target
.
A
AC HIEVABL E
Twelve
minutes
of
planning
time
covers
the
sort
,
and
the
tickets
are
half
-
sheets
that
reuse
three
standing
question
stems
.
R
R EL EVANT
It
is
the
fastest
way
to
find
out
what
actually
landed
before
the
unit
test
finds
out
for
me
.
T
T IME
-
BOUND
Weekly
,
from
the
second
week
of
school
through
the
last
full
week
of
May
.
10
Calibrate
common
formative
assessments
in
PLC
S
S P EC IFIC
Bring
one
common
formative
assessment
per
unit
to
the
grade
-
level
professional
learning
community
and
calibrate
scoring
with
at
least
two
colleagues
before
returning
anything
to
students
.
M
MEAS UR ABL E
One
calibrated
common
assessment
in
each
of
the
eight
units
,
with
a
shared
scoring
record
showing
at
least
two
teachers
'
scores
on
the
same
anchor
papers
.
A
AC HIEVABL E
The
PLC
already
meets
weekly
for
45
minutes
,
and
the
department
maintains
a
bank
of
released
items
to
draw
from
.
R
R EL EVANT
Calibration
is
what
makes
the
team
'
s
data
comparable
,
and
comparable
data
is
the
only
kind
worth
reteaching
from
.
T
T IME
-
BOUND
Every
unit
,
with
the
full
set
of
eight
completed
by
June
1.
8 / 13
11
Make
positive
contact
with
every
family
S
S P EC IFIC
Make
one
positive
,
personal
contact
with
every
family
on
my
roster
—
a
phone
call
where
possible
,
a
written
note
home
where
a
call
is
not
reachable
—
logged
by
student
,
date
,
and
method
.
M
MEAS UR ABL E
100%
of
families
contacted
within
the
first
six
weeks
,
documented
on
the
family
contact
log
with
zero
blank
rows
remaining
.
A
AC HIEVABL E
Twenty
-
eight
students
works
out
to
about
five
contacts
a
week
for
six
weeks
,
and
each
call
takes
three
to
four
minutes
.
R
R EL EVANT
Families
who
hear
good
news
early
are
far
more
likely
to
answer
the
phone
when
the
news
is
harder
,
and
it
changes
how
students
walk
into
the
room
.
T
T IME
-
BOUND
Six
weeks
from
the
first
day
of
school
,
ending
Friday
,
October
3.
12
Raise
parent
–
teacher
conference
attendance
S
S P EC IFIC
Offer
three
conference
windows
—
two
evening
slots
and
one
virtual
daytime
option
—
with
a
two
-
week
reminder
call
,
a
translated
sign
-
up
sheet
,
and
a
make
-
up
week
for
anyone
who
misses
.
M
MEAS UR ABL E
Fall
and
spring
conference
attendance
rises
from
71%
to
85%
of
families
,
tracked
on
the
sign
-
in
sheet
against
the
class
roster
.
A
AC HIEVABL E
The
building
is
already
open
until
7
p
.
m
.
on
conference
nights
,
and
the
virtual
option
uses
the
district
'
s
existing
video
platform
.
R
R EL EVANT
Conference
attendance
correlates
with
family
follow
-
through
on
every
other
recommendation
I
make
that
year
.
T
T IME
-
BOUND
Fall
conferences
November
6–7
and
spring
conferences
March
12–13.
9 / 13
13
Send
a
bilingual
monthly
family
newsletter
S
S P EC IFIC
Publish
a
one
-
page
newsletter
every
month
in
English
and
Spanish
covering
what
the
class
is
studying
,
two
ways
to
help
at
home
,
and
one
upcoming
date
,
with
a
single
feedback
question
attached
.
M
MEAS UR ABL E
Ten
issues
sent
across
ten
months
,
each
translated
and
each
carrying
a
feedback
question
,
tracked
on
a
publication
log
with
response
counts
.
A
AC HIEVABL E
The
district
translation
office
turns
documents
around
in
three
business
days
,
and
the
template
is
built
once
and
reused
all
year
.
R
R EL EVANT
Half
of
my
families
speak
Spanish
at
home
,
and
a
monthly
note
is
the
lowest
-
effort
way
to
keep
the
classroom
visible
to
them
.
T
T IME
-
BOUND
One
issue
per
month
,
September
through
June
,
with
the
tenth
sent
by
June
1.
14
Complete
National
Board
Component
2
S
S P EC IFIC
Complete
Component
2 —
the
differentiation
-
in
-
instruction
portfolio
entry
—
including
two
filmed
lessons
,
written
commentary
,
and
analysis
of
student
work
samples
.
M
MEAS UR ABL E
All
four
written
sections
and
both
video
entries
uploaded
through
the
NBCT
portal
with
a
confirmed
,
timestamped
submission
.
A
AC HIEVABL E
Component
2
is
the
smallest
of
the
four
entries
,
the
district
reimburses
the
$
475
fee
,
and
a
monthly
cohort
meeting
provides
feedback
.
R
R EL EVANT
National
Board
certification
is
the
strongest
single
lever
on
my
long
-
term
salary
schedule
,
and
the
entry
requirements
force
an
honest
look
at
my
differentiation
practice
.
T
T IME
-
BOUND
Submission
by
the
April
30
deadline
,
with
drafts
reviewed
by
the
cohort
mentor
in
February
and
March
.
10 / 13
15
Observe
peers
and
transfer
three
strategies
S
S P EC IFIC
Observe
four
colleagues
teaching
outside
my
grade
band
,
take
structured
notes
on
one
specific
practice
per
visit
,
then
implement
and
document
three
of
those
practices
in
my
own
classroom
.
M
MEAS UR ABL E
Four
observations
logged
and
three
strategies
implemented
,
each
documented
with
a
before
-
and
-
after
description
and
one
piece
of
student
evidence
.
A
AC HIEVABL E
Administration
has
already
approved
release
time
for
two
visits
,
and
the
other
two
fit
inside
my
planning
block
.
R
R EL EVANT
Seeing
strong
practice
in
another
room
is
faster
than
reading
about
it
,
and
cross
-
grade
-
band
visits
show
me
where
my
students
are
headed
.
T
T IME
-
BOUND
Observations
complete
by
January
31;
all
three
strategies
implemented
and
documented
by
March
31.
16
Mentor
a
first
-
year
teacher
S
S P EC IFIC
Mentor
one
first
-
year
teacher
through
a
biweekly
30-
minute
coaching
cycle
built
around
her
agenda
,
with
a
shared
running
log
of
goals
,
next
steps
,
and
what
she
wants
to
see
modeled
.
M
MEAS UR ABL E
One
30-
minute
session
every
two
weeks
—
sixteen
sessions
across
the
year
—
each
logged
with
dated
notes
and
at
least
one
action
item
.
A
AC HIEVABL E
Thirty
minutes
every
other
week
is
sustainable
,
and
the
school
builds
the
release
time
into
both
of
our
schedules
.
R
R EL EVANT
Our
building
lost
two
first
-
year
teachers
last
year
,
and
the
difference
between
staying
and
leaving
was
almost
always
whether
someone
checked
in
.
T
T IME
-
BOUND
Biweekly
from
September
15
through
May
22,
with
a
formal
mid
-
year
check
-
in
in
January
.
11 / 13
17
Earn
the
Advanced
Technology
Integration
micro
-
credential
S
S P EC IFIC
Complete
all
six
modules
of
the
district
'
s
Advanced
Technology
Integration
micro
-
credential
and
teach
the
capstone
lesson
,
which
requires
students
to
produce
and
publish
work
using
a
digital
tool
.
M
MEAS UR ABL E
Six
of
six
modules
completed
and
the
capstone
lesson
submitted
with
a
lesson
plan
,
student
artifacts
,
and
a
written
reflection
,
earning
the
credential
.
A
AC HIEVABL E
The
modules
are
asynchronous
and
average
45
minutes
each
,
and
the
capstone
lesson
fits
inside
an
existing
unit
rather
than
adding
a
new
one
.
R
R EL EVANT
The
credential
moves
me
up
the
district
pay
lane
,
and
the
capstone
directly
upgrades
a
unit
I
already
teach
every
year
.
T
T IME
-
BOUND
Capstone
submitted
by
June
1,
with
modules
two
and
three
finished
before
winter
break
.
18
Leave
campus
by
4:30
on
most
workdays
S
S P EC IFIC
Cap
the
workday
by
pre
-
writing
a
hard
stop
:
three
priority
tasks
on
the
board
each
morning
,
email
checked
twice
a
day
,
and
everything
unfinished
moved
to
the
next
morning
'
s
list
.
M
MEAS UR ABL E
Campus
departure
by
4:30
p
.
m
.
on
at
least
four
of
five
workdays
,
tracked
on
a
simple
weekly
tally
sheet
.
A
AC HIEVABL E
Four
days
is
the
realistic
bar
;
the
fifth
stays
open
for
late
conferences
,
IEP
meetings
,
and
grading
crunches
.
R
R EL EVANT
The
work
expands
to
fill
whatever
time
it
is
given
,
and
the
version
of
me
that
has
slept
is
a
better
teacher
than
the
version
that
has
not
.
T
T IME
-
BOUND
Beginning
the
first
week
of
October
and
sustained
through
the
end
of
the
school
year
.
12 / 13
19
Protect
two
planning
blocks
a
week
S
S P EC IFIC
Defend
two
uninterrupted
45-
minute
planning
blocks
each
week
by
closing
the
door
,
muting
notifications
,
and
posting
a
sign
reading
"
Planning
—
back
at
2:15."
M
MEAS UR ABL E
Two
protected
blocks
per
week
—
sixty
across
the
year
—
logged
against
the
days
they
were
actually
held
without
interruption
.
A
AC HIEVABL E
The
master
schedule
already
contains
the
blocks
;
what
is
missing
is
a
boundary
,
not
the
time
itself
.
R
R EL EVANT
Unprotected
planning
time
is
the
reason
grading
and
lesson
prep
spill
into
evenings
and
weekends
.
T
T IME
-
BOUND
Weekly
,
starting
the
second
week
of
school
and
running
through
the
end
of
May
.
20
Hold
a
monthly
team
workload
check
-
in
S
S P EC IFIC
Convene
a
30-
minute
monthly
team
check
-
in
with
a
single
agenda
:
what
is
overloaded
,
what
can
be
dropped
,
and
what
we
take
on
together
—
with
no
new
initiatives
allowed
on
the
list
.
M
MEAS UR ABL E
Ten
monthly
check
-
ins
held
October
through
May
,
each
producing
a
written
triage
list
and
at
least
one
recorded
decision
.
A
AC HIEVABL E
Thirty
minutes
a
month
is
a
small
ask
,
and
the
team
already
meets
;
this
changes
the
agenda
rather
than
adding
a
meeting
.
R
R EL EVANT
The
fastest
way
to
make
a
team
sustainable
is
to
decide
together
what
it
will
not
do
.
T
T IME
-
BOUND
Monthly
,
October
through
May
,
with
a
year
-
end
review
in
the
final
week
of
school
.
``` ###
Goal
List
&
SMART
Breakdown
Layout
The
page
breaks
down
into
three
clear
sections
,
each
built
for
quick
scanning
and
practical
use
. - **
SMART
Framework
Key
** —
Five
small
cards
explain
the
Specific
,
Measurable
,
Achievable
,
Relevant
,
and
Time
-
bound
principles
at
a
glance
,
so
you
can
reference
them
while
reading
the
goals
. -
**
Goals
at
a
Glance
** —
Twenty
numbered
goals
are
grouped
under
headings
like
Student
Achievement
,
Classroom
Management
,
Assessment
&
Data
,
Family
Engagement
,
Professional
Growth
,
and
Wellbeing
.
Each
goal
is
a
single
sentence
with
the
key
numbers
bolded
for
fast
reading
. - **
Full
SMART
Breakdown
** —
Below
the
quick
list
,
every
goal
gets
its
own
card
with
five
labeled
rows
(
S
,
M
,
A
,
R
,
T
)
that
unpack
the
goal
into
a
concrete
action
,
success
measure
,
feasibility
check
,
relevance
statement
,
and
deadline
.
13 / 13
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