Creating SMART Goals
PLC Wiki
 All materials can be found here
 http://crplc.wikispaces.com/PLC+Resources
The Big Ideas of a PLC
 We accept learning as the fundamental purpose of our
school and therefore are willing to examine all
practices in light of their impact on learning.
 We are committed to working together to achieve our
collective purpose. We cultivate a collaborative
culture through the development of high-performing
teams.
 We assess our effectiveness on the basis of results
rather than intentions. Individuals, teams and
schools seek relevant data and information and use
that information to promote continuous
improvement.
-Becky DuFour
If people make decisions
based on the collective study
of the same pool of
information, they increase the
likelihood that they will arrive
at the same conclusion.
-Rick & Becky DuFour
Resources to Help Build Shared
Knowledge & Clarify “Learn What”
 Possible sources of data for team review, study, and shared
learning.
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Past assessment results (could be local, district or state)
Examples of student work and the criteria used to judge it
Curriculum frameworks
Copies of standards (district, Common Core, literacy standards)
How the textbook presents the curriculum, etc.
Vertical Articulation- have the grade/course above articulate a list
of knowledge, skills, and understandings they would want students
to have when they enter that grade or course. Your team could
then review and reflect on how these are being addressed.
 For example, 5th grade math teachers at Churchville could create this
list. Julie's 4th grade math team would look at how they are
preparing students in each of the areas defined by the 5th grade
teachers.
Look at the Data
and See What It
Tells You
Collaborating on a SMART Goal
 Based on the review of data sources, team
discusses the area of student learning around
which they will build their SMART goal.
 Reminder- we are not coming together to argue
or debate. We are coming together
to collaborate 
 “There is nothing more important that each
member’s commitment to common purpose
and a related performance goal to which the
group holds itself jointly accountable.”
–Katzenback & Smith, 1993
Pursue Both
Attainable Goals & Stretch Goals
Attainable Goals- intended to
document incremental progress and
build momentum through short-term
wins
Stretch Goals- intended to inspire,
stimulate creativity, and stimulate
action
Why Do We Need
Smart Goals?
 What stands out to you?
Attainable Goals
 This is the type of goal the team will
develop.
 Will serve as a benchmark of progress.
 “If we seek and implement best practices,
we have reason to believe we will achieve
our team goal.”
-Dufour, DuFour, & Eaker- Learning by Doing
SMART Goals
 Strategic and Specific
 Measureable
 Attainable
 Results oriented
 Time bound
S
 Strategic and Specific: Goals should
be very focused and clearly define
what we want students to know and
be able to do.
Richard DuFour
M
 Measurable: Goals should clearly
spell out the amount of change or
progress.
-Richard DuFour
A
 Attainable: Goals should be “doable,” but should stretch students.
Goals that are not rigorous will result
in lower achievement than might be
possible with higher expectations.
- Richard DuFour
R
 Results-oriented: Goals should be
expressed in terms of students
outcomes, indicating the target
behaviors that are evidence of
student outcomes.
-Richard DuFour
T
 Time-bound: A timeframe or end
point for the desired student
outcomes should be established.
Without a time limit, there is no
urgency for taking action now.
-Richard DuFour
Are These SMART
Team Goals?
Strategically aligned with the schoolwide goal of
improving student achievement, by the end of the school
year we will:
 Develop and administer at least six common
assessments.
 Implement the Common Core Standards in the 100% of
the classrooms.
 Increase the percentage of students achieving and
exceeding the target score (80% +) on each strand of
our end-of-year assessment, from 81% last year to at
least 90% this year.
Other Tips for Writing
SMART Goals
 Stipulate both past level of performance and
improvement goal
 Reality- 86% passed
 Goal- at least 90% will pass
 Focus on Results, Not Actions
 Focus on what students will do not what teachers will
do
 Non-examples
 We will integrate technology into our course.
 We will align our curriculum with the newly adopted
textbook.
The Importance of Short-Term
SMART Goals
People can become so caught up in big dreams that they
don’t manage the current reality. Short-term gains are
needed to establish credibility for a change initiative over
the long haul. Major change takes time. Zealots will stay
the course not matter what. Most of us want to see some
convincing evidence that all the effort is paying off.
Nonbelievers have even higher standards of proof. We
want clear data indicating changes are working.
(Kotter, 1996, pp. 118-119)
Designing the SMART Goal
 Read through sample SMART goal
worksheets for various grade levels (on
wiki)
 Complete SMART goal worksheet and/ or
Team SMART Goal-Setting Plan (on wiki).