In June 2010, The NewTeacher Project (TNTP) partnered with 37 charter school campuses in Washington, D.C. to conduct an analysis of their talent management practices. The goal was to create an index of Instructional Culture that would help uncover what sets top performing charter school teachers apart.
Schools across the nation, faced with the challenge of helping all students achieve
high standards for learning, need clear guidance on how to engage in lasting,
effective improvement efforts. But after more than 30 years of education research and
countless improvement efforts, no clear consensus exists for how to get the job done.
Businesses have long used SMART goals—goals that are Strategic and Specific, Measurable, Attainable, Results-based, and Timebound as a way to cut through the morass of conﬂicting priorities and focus their energies on goals that would make a difference to their work. Although SMART goals did not seep into the education lexicon until the 1990s, the power that they bring to school improvement work is the same. SMART goals can focus a school’s or district’s work and determine whether the work is making a difference. This report suggests ways to make SMART goals work for educators.
Setting goals that connect to the classroom and focus on student learning helps educators see, learn from, and communicate their results. In this abstract from Education Leadership, author Jan O'Neill discusses SMART Goals; setting specific goals that are strategic, measurable, attainable, results-oriented, and timebound.
School staff are periodically reminded to revisit their SMART goals—goals that are Strategic and Specific, Measurable, Attainable, Results-based, and Timebound, in order to better assess the student population across learning disciplines. This article by Jan O'Neill offers useful advice for doing so.
Analyzing data not only helps inform decisions and challenge assumptions, but also helps teachers view their instructional and collaborative practices with a new perspective. In this abstract from Education Leadership, three schools show how the data-based inquiry and decision-making process can improve decisions about curriculum, instruction, and policy.