CCL
Developing a Guiding Question
&
Writing a SMART Goal
Learning Goal:
 Collaboratively reflect on data, our
knowledge of students, and questions about
teaching practice
Success Critieria

As a team, we are able to come to consensus in
identifying a guiding question that potentially has
the most impact on student learning.

We will collaboratively transform the guiding
question into a SMART goal, leading us toward a
measurable, results-oriented goal.
Data Statement
2010 NYS Math Test
Dr. King (4th Grade)
Site Review
Visitation Report, 2010
Multiple Choice
Average student - 58%
Correct
Students need more time
express thinking
Extended Response
Average Student - 46%
Correct
Increase use of higher level
thinking skills
Multiple Choice
o What is 1,860 written in words?
o Amber drew a figure with 6 line segments.
Which figure did Amber draw?
o Which measuring tool is best for Maya to
use?
Extended Response
o There are 60 hikers who need to get across
the lake on a boat. Each boat holds 7
people.What is the least number of boats
needed? Show your work.
o Adam took a 6 hour car ride. He drove 65
miles each hour. How far did he drive after
4 hours? Show your work.
Data Discussion
 Briefly discuss how the multiple choice and
extended response questions differ from one
another
 What skills do the students need to have and be
able to do to solve the different types of questions?
 What can we do in the classroom to promote this
type of thinking/abilities in our students?
Collaborative Coaching & Learning
From
To
Guiding Question
Goal Setting
Consider long term goals for
student learning and
development:
•“What is it we want our
students to learn?”
•“How will we know if each
student has learned it?”
•“How will we respond when
some students do not learn
it?”
•“How can we extend and
enrich the learning for
students who have
demonstrated proficiency?”
What are the
gaps
between where our
students are and where we want
them to be?
How do we close the gap?
Developing a Guiding Question
1) Based on the data statements, data discussion
and professional experiences, what questions (3 - 5)
do you have about your practice as an educator?
2) Which of these questions most directly impacts
student learning? Why?
3) Are there any connections between the
questions? Does anyone want to add/create a new
question based on the discussions, or change an
original question?
4) As a group you must now come to consensus as
to which question will guide your CCL process
What Are SMART GOALS?
S pecific, strategic
M easurable
A ttainable
R esults-oriented
T ime-bound
Writing SMART Goals
Goal:
Specific and
The outcome or end result is very clear to me.
Strategic
Measurable
You can tell if you have achieved your goal because
you can count it or see it.
Attainable
While achieving the outcome might be a challenge, it
is possible with the current team and resources.
Results-Oriented
The goal is inline with the results expected and the
direction provided by the district CSIP/annual goals
and building plans/goals.
Time-bound
A specific date has been set by which to achieve the
goal.
How To Write SMART Goals
 Identify the “big, hairy audacious, critical-few”
goals that need to be worked on (The Most
Important Ones!)
 Consult the data!
 What are the greatest areas in need of
improvement?
 Dig deep and get specific (disaggregate!)
 If all you did was spend time on the identified
SMART goals, would the time be well-spent?
Setting SMART Goals
STEP 1 — Reflect on Goals from the previous meeting (5 min.)
How did the strategies developed at the last meeting work?
Why did or didn’t they work?
What changes would you suggest?
Process: Use a round robin format. Each member has a
chance to share evidence of the strategy’s effectiveness in
helping to reach the goal since the last meeting.
STEP 2 — Chief Challenges
(5 min.)
What does the data tell us are the top 1–2 most urgent
concerns, problems, or obstacles?
Process: Use assessment data to determine the area of
concern. Have all members of the team analyze the same
data.
Setting SMART Goals
STEP 5 — Select Strategies (5 min.)
Which solutions might be best for the team to focus on between
now and next month’s SMART goal?
Process: 1) Use a round robin format for each member to ask
clarifying questions of any particular strategy. 2) Use a round
robin format for each member to select 1 or 2 strategies they
like best. The 1–2 strategies with the most “votes” are the
strategies selected.
STEP 6 — Action Plan – Develop the specifics (8–10 min.)
How might these solutions/strategies be implemented in the
classroom?
What are specific lessons that can be incorporated in my classroom?
Process: The person offering the original strategy describes in
more detail what they were thinking as a way to implement the
strategy in the classroom. Other members can add to the
strategy. Share ideas and develop a sketch of a lesson plan for all
teachers to implement.
Setting SMART Goals
STEP 7 — Implementation
All group members need to commit to implementing the
strategies that the group agreed to try.
Adapted from materials developed by C. Henkenius—Lawson Elementary, Johnston CSD