Student
S.M.A.R.T. Goals
& Reflection
Evidence Based Professional Learning Cycle
Based on the needs of my students what do I need to know and do differently in my teaching practice to progress the
learning of my students?
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Peter Madden & Julian Bradford
Malvern Central School
Evidence Based Professional Learning Cycle
The Evidence Based Professional Learning Cycle supports you to measure the impact of your professional learning on
your practice and on your students’ learning. This Cycle is modelled on the work of Professor Helen Timperley.
It is grounded in your ability to identify fit for purpose data, to analyse the data and make correlations between
student and teacher evidence that informs and measures the impact of professional learning.
The Evidence Based Professional Learning Cycle:
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helps you to respond to your students’ needs based on evidence
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prompts and facilitates a continued inquiry into your teaching
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supports you to evaluate the impact of your professional learning on your students' learning.
The Cycle consists of five dimensions which will help you to breakdown the perennial teacher question:
‘Based on the needs of my students what do I need to know and do differently in my teaching practice to progress the
learning of my students?’
Five Dimensions within the Cycle
Dimension 1: What do my students need to be able to know and be able
to do?
Dimension 2: What do I need to know and be able to do in response to my
student’s needs?
Dimension 3: How do I go about deepening my knowledge and refining
my skills?
Dimension 4: What happens in the classroom when I apply my learning?
Dimension 5: What impact did my learning have on my practice and on my students learning?
Evidence Based Professional Learning Cycle Resource
The Evidence Based Professional Learning Cycle resource has been designed to assist you to use the Cycle to
evaluate the impact of your professional learning not only on your practice but also on your students’ learning
outcomes.
Explore the Resource
To begin your exploration, see The Evidence Based Professional Learning Cycle at
http://www.bigandsmallmedia.com.au/DEECD/
Page Source: http://www.education.vic.gov.au/school/teachers/profdev/Pages/cycle.aspx [Accessed 31/10/14]
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Dimension 1: Student Needs
What do my students need to be able to know and be able to do?
The first step in evidence based professional learning inquiries is to identify student learning needs – what it is they
need to know and be able to do.
In this dimension the teacher identifies their students' learning needs, in relation to the expected outcomes, using
multiple sources of evidence. Data is collected and analysed to identify the knowledge and skills students need.
Evidence will tell you what is needed and where you need to go.
In 2013, we identified that our Middle Years students’ reflection and goal setting practices were at a surface-level.
Students were dependent on the teacher to set learning goals for them and were unsure how to effectively monitor
their own stages of learning. Most student reflections focused on what the student had done well or enjoyed when
completing the task, rather than looking at strengths and areas for improvement.
Initially, when students were asked to independently set goals:
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Goals were too broad and lacked a specific focus and timeframe
Goals usually fell under three broad areas (to improve handwriting, spelling and multiplication tables)
Whilst goals may have been set, students did not consider the strategies that would help achieve their goal.
Goals were unrealistic and not necessarily focused on improving learning
When reflecting on learning tasks, common student questions and comments included:
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“I used the strengths of bravery and persistence to complete this task.”
“I really enjoyed doing this task. I did it neatly.”
“There is nothing I can do to improve my work.”
Asking the teacher “Have I done this well?”
Through our observations, interactions with the students and professional conversations – the need for greater
student independence in their learning was highlighted in relation to:
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setting achievable, realistic learning goals based on knowledge of themselves as learners and in accordance
with learning continuums (strengths and weaknesses)
driving their own learning according to their individual learning goal
monitoring and self-evaluating their progress during learning tasks
their ability to become critical thinkers when reflecting on their learning
What we wanted was for students to be able to identify their individual learning needs in different subject areas and
ways to work toward and achieve their learning goals. We wanted to see students setting goals and stretching their
learning and extending their thinking. While working on their goals, and after achieving them, we wanted them to be
reflecting on their learning and developing ways to further this learning and continuously strive for improvement.
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Dimension 2: My Needs
What do I need to know and be able to do in response to my students' needs?
Having identified your students' learning needs, the next step in evidence based professional learning inquiries is to
identify your needs – what is that you need to know and be able to do in order to progress the learning of your
students?
In this dimension the teacher identifies their own learning needs using multiple sources of evidence. Data is
collected and analysed to identify the knowledge and skills they need in order to best respond to the needs of their
students.
The School
Based on the MCS 2014 AIP & Strategic Plan, our whole-staff professional learning continued to focus on improving
explicit teaching to meet the needs of individual students in the Zone of Proximal Development. In 2014 the
professional learning focuses were on teacher-student conferencing in all learning areas, collection and analysis of
assessment to inform teaching, reflection and feedback on student work and inquiry-based learning. Professional
development was both school-based and through external coaching.
The Team
As a Middle Years Team (Years 5-8) we set strategic S.M.A.R.T. goals to develop aspects of the AIP in the areas of
literacy, numeracy and reflection. The team identified that the Middle Year’s cohort were not reflective learners. A
team goal was set focusing on developing the skills of reflection using a range of scaffolds and tools.
Us as Teacher Researchers
Through personal reflections, analysing student work samples, peer discussions and research we examined our
practice. In our practice we found that we didn’t allow time to explicitly teach and focus on goal setting and
reflection practices. We also identified that students lacked the scaffolds and frameworks required to be able to
independently reflect and monitor their learning in order to set their own goals in a deep and meaningful way.
Students saw reflection as something that they ‘just had to do’, rather than seeing the direct link between the cycle
of reflection → goal setting → self-monitoring → improved learning outcomes.
We wanted to gradually release responsibility for reflection and goal setting to the students in terms of their ability
to: identify their individual learning needs, set learning goals, develop strategies for achieving these goals, reflect on
their learning and continuously strive for improvement.
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Dimension 3: Deepening my knowledge and refining my skills
How do I go about deepening my knowledge and refining my skills?
Having identified your learning needs, in response to your students’ learning needs, you now develop your
knowledge and refine your skills.
In this dimension a professional learning plan is developed which guides the approach and the content of your
inquiry.
In essence you become the student of teaching and learning through your focused inquiry.
We identified that we needed to conduct further research in:
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effect Size (Hattie, 2011) – Feedback, Reflection & Goal Setting
how students’ learning benefits from setting their own (student-driven) learning goals
how teachers in other schools have implemented student goal setting
SMART Goals – How do we implement these with students?
learning continuums – How to read, interpret and create them
rubrics and success criteria- How to create and use these to improve student outcomes
Our learning has been supported by access to a range of learning opportunities, including:
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using the professional based learning cycle as a professional learning model
working in partnership with another teacher-researcher on the same focus, allowing greater opportunities
for collaboration, professional dialogue and growth
school based professional development
professional readings
school visits
Professional Reading
Hattie has made clear that ‘feedback' includes telling students what they have done well (positive reinforcement),
and what they need to do to improve (corrective work, targets etc.), but it also includes clarifying goals. This means
that giving students assessment criteria for example would be included in ‘feedback'. This may seem odd, but high
quality feedback is always given against explicit criteria, and so these would be included in ‘feedback' experiments.”
http://www.teacherstoolbox.co.uk/T_effect_sizes.html#feedback
References:
Hattie 2011 Feedback in Schools - http://visiblelearningplus.com/sites/default/files/Feedback%20article.pdf
Towards a New End: New Pedagogies for Deep Learning - http://www.newpedagogies.info/wpcontent/uploads/2014/01/New_Pedagogies_for_Deep%20Learning_Whitepaper.pdf
DEECD Evidence based professional learning cycle http://www.education.vic.gov.au/school/teachers/profdev/Pages/cycle.aspx
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Dimension 4: Applying my learning
What happens in the classroom when I apply my learning?
In this dimension you are considering what is happening as you apply what you have learned. It strengthens your
learning as you collect evidence on what is happening in your classroom – to your practice and to your students'
learning.
Reflect on where you are going, how you are going and where to next.
In applying our learning we focused on:
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Structure of SMART goal
Strategy groups
Displaying goals – grouped in like needs
Conferencing
Scaffolding and modelling reflection
Three standard questions for reflection
Learning continuums – rubrics and assessment tools – before, during and after the task
Feedback – using more specific language from assessment tools and giving feedback to each other
The goal setting process
We developed students understanding and independent use of the structure of a SMART goal. This involved a series
of structured lessons which outlined each specific element of a SMART goal. Together (as a class) we constructed
SMART goals, as well as determining whether examples of goals were indeed SMART. This enabled students to
determine if the goals they were setting themselves were SMART or not.
For our inquiry unit, we scaffolded the process of setting a SMART goal through individual conferences with
students. We provided students with a SMART goal template to aid this process. Together the teacher and student
constructed a goal that was:
S–
M–
A–
R–
T–
Specific [What exactly do you want to improve? Is this a targeted goal?]
Measureable [How will you track your goal? What evidence will you collect?]
Actionable [How are you going to achieve the goal? What is your plan? What strategies can you try?]
Realistic [Can you achieve this goal? Is it attainable with effort and commitment?]
Time-bound [How long do you need to complete this goal? When will you track your progress?]
A number of students chose to share the process of setting their SMART goal with their parents/carers at a studentled 3-Way conference.
Monitoring student learning
Once all students had set an inquiry goal we formed SMART goal strategy groups by displaying the students’ goals
in the learning space based on ‘like needs’. This enabled us to meet with students on a regular basis to target our
teaching (specific to the needs of those students) as identified in their own SMART goal. The teacher was also able to
discuss students’ progress during these student-teacher conferences.
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Goals were displayed in the room and visible to all. We referred to these goals at all times to see if our thinking and
learning were on track. They were also useful for reflections, before, during and/or after a lesson or unit. These goals
assisted students to really think about their learning.
Reflecting on learning
Students needed to have a consistent framework for reflection. In the past, the way that students were asked to
reflect varied with each task and they were left to do this independently. We devised three standard questions that
could be used to scaffold reflection on any learning task. These were:
 What were your strengths in this learning task?
 What challenges did you face and how did you overcome them?
 What is your goal for future learning?
It was important to teach the students explicitly how to respond to the above questions. We used scaffolds such as
rubrics, teacher modelling, learning continuums, 1-1 conferences and peer feedback. Students were taught how to
give feedback to each other as well as themselves.
We had to teach students how to monitor their learning and self-assess themselves as learners. We directed the
students to use the assessment tools (such as rubrics, checklists and success criteria) at all stages of learning (before,
during and after). By doing this, the students;
 knew where they would place themselves on the learning continuum,
 identified their strengths and weaknesses,
 knew what they could do to show improvement,
 used the specific language contained in the assessment tool when responding to the reflection questions.
After implementing this practice, we noticed that when we didn’t provide students with these scaffolds, they would
ask/request the rubric or assessment tool that accompanied the task. There was significant evidence that the
students understood the impact that these tools could have on their learning.
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Dimension 5: The Impact
What impact did my learning have on my practice and on my students' learning?
In this dimension you are now in a position to measure the impact and determine the difference you have made as a
result of your learning.
You now collect data that enables you to compare with your base line data collected in Dimension 1. Use data
sources that support you to make your practice visible.
In interpreting the data adopt an open-to-learning disposition. Question what has taken place, what happened and
what you might do differently; and look for further ways to reach every one of your students.
Perhaps the genesis of your next inquiry begins to form.
The Teacher Led Research project led to significant changes in our teaching practice. We now offer students more
voice in the way they learn, what they learn and when and how they learn it. The TLR process has provided us with
an opportunity to confirm the importance of goal setting and reflection and the significant impact these have on
learning.
The changes we have made to our instructional practice have made a big impact on the way students are engaging
with their learning, each other and us. Students have become more independent learners.
The impact of the research on our teaching practice
Focus on developing student capabilities (skills) towards learning – In the past, most of our data collection has been
focused on the understandings (knowledge) that our students had. By engaging in the TLR project we have now
realised the benefits of collecting and analysing data relating to student capabilities (skills) and dispositions
(attitudes) towards learning.
Increased conferencing in all learning areas – we spent significantly more time conferencing at each stage of the
learning task (before, during and after). Conferences were commonplace for writing and reading, but we now
conference during maths and inquiry too. During the conferences we support students to set goals, monitor their
goals and reflect to improve their learning. We used learning continuums and assessment tools (such as rubrics) to
support this process.
Strategy Grouping – using the student-set goals, we developed strategy groups to target our teaching practice. This
allowed us to meet with students who had a common goal more regularly. This also increased peer-support and
strengthened shared learning within the learning space.
Student-owned goals – With teacher support and guidance, students are now setting their own learning goals that
are specific and targeted. Goal setting is a regular practice at MCS, however they are often teacher-directed.
Students now have more ownership over their own goal and the strategies they will use to achieve it.
Student-centred learning – It was important to scaffold the skills required for students to learn more independently.
Students were better able to identify their own strengths and weaknesses when reflecting and set goals for future
improvement. Students became more independent in articulating the strategies required to achieve their goals.
Students were activators and monitors of their own learning.
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The impact of the research on our students’ learning
Data was collected at the start of the year including online student surveys, work samples and interviews with
students. When compared to data collected at the end of the research project we found that most students:
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had a stronger understanding of what a goal was
knew what it meant to reflect and how this process can help in setting future goals
understood that there are tools (such as rubrics) that can assist in goal setting and reflection
had an increased confidence in setting their own learning goals, using feedback and giving feedback to
others to improve their learning
had increased confidence in knowing their strengths and weaknesses in learning areas where goal setting
and reflection was explicitly taught
had a better understanding of the steps they needed to take to achieve their goal in a range of learning
areas
had greater independence in goal setting, reflection and self-monitoring of progress and they had greater
independence in their own learning
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Key Recommendations
Whole-school recommendations
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Use the evidence-based professional learning cycle in teams to develop a plan for action research projects
http://www.education.vic.gov.au/school/teachers/profdev/Pages/cycle.aspx
Continue to focus as a whole-staff on the importance of explicit feedback and the use of a range of
assessment tools (including rubrics) http://www.assessmentforlearning.edu.au/default.asp
Continue to focus on conferencing and the use of strategy groups (starting with literacy and then other
learning areas – e.g. inquiry, specialist areas, maths, etc.)
Build teachers capacity and understanding about how to teach the process of setting a SMART goal to
students
Classroom practice recommendations
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Focus on the process of learning when reflecting and goal setting – not just the finished product
Make the goal public (display it). This enables strategy groups to be formed, monitoring of progress to occur,
as well as establishing an environment where peer-to-peer support is enriched.
Ensure that time is allocated in class for reflection processes to occur. Explicitly teach these skills to students.
Implement age-appropriate goal setting and reflection strategies (F-4: teacher-directed, 5-6: teacherscaffolded)
Help students to identify their learning strengths and weaknesses in all learning areas (specialist classes
included)
Have students monitor their learning using the provided scaffolds (success criteria, rubrics, reflective stems)
at all stages before, during and after the task – not just at the end when the task is finished.
When to set S.M.A.R.T. Goals with students
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It is suggested that SMART goals are not set until late in Term 1. The initial time should be used to gather
evidence about your students’ skills, knowledge and attitudes towards learning.
Initially, goals take a longer time to set with students, as you are teaching them the process to be able to do
this independently. Once students have a strong understanding of the process, then the goal setting and
reflection process becomes quicker, allowing goals to be set more often.
There should be evidence of at least one literacy, numeracy, inquiry and specialist area SMART goal within
the student portfolio across the year. Student work samples in the portfolio would show progress and
reflection towards achieving these goals.
Goals can be set in all learning areas; however the team should decide when, where and how long goals
should go for based upon the knowledge of their students, the curriculum they’re delivering and common
assessment tasks that are planned.
List of attached items
Survey Questions
S.M.A.R.T Goal Template
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Attachment 1: Attitudes to Learning Survey Questions
1. What is a goal?
2. What does it mean to reflect and does reflection look like?
3. I know how to reflect on my work
a. I’m not at all clear about how to do this…
b. I’m working this out still…
c. I’m clear enough to be working on this now…
d. I’m really clear about this and can do it on my own…
4. I know how to set learning goals to improve my learning
a. I have no idea how to do this yet…
b. I’m still working out how to do this…
c. I know how to do this with support from others (e.g. teachers)…
d. I’m really clear about this and can do it on my own…
5. I know how to use the feedback I receive about my work to improve my learning
a. I have no idea how to do this yet…
b. I’m still working out how to do this…
c. I know how to do this with support from others (e.g. teachers)…
d. I’m really clear about this and can do it on my own…
6. I know my strengths and weaknesses in the following subjects:
(NB: If you answered agree or strongly agree, how did you find out what your strengths and weaknesses are?)
a.
b.
c.
d.
e.
f.
g.
h.
Reading:
Writing:
Maths:
Inquiry:
PE:
PA:
Japanese:
Art:
Strongly Disagree
Strongly Disagree
Strongly Disagree
Strongly Disagree
Strongly Disagree
Strongly Disagree
Strongly Disagree
Strongly Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
7. I have already set my own learning goal in each of these subjects and I’m working towards achieving it
Reading
Writing
Maths
Inquiry
PE
PA
Japanese
Art
Yes
If so, what
is your
goal?
No
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8. In relation to Reading, Writing, Maths, Inquiry, PE, PA, Japanese and Art;
I know the steps I need to take to achieve my goal in:
a. I don’t have a goal in this learning area yet
b. I have a goal, but I don’t know how to achieve it
c. I have a goal and I know how to achieve it
9. I know how to give feedback to others to improve their learning
a. I have no idea how to do this yet…
b. I’m still working out how to do this…
c. I know how to do this with some support from others…
d. I’m really clear about this and can do it on my own…
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Attachment 2a: Smart Goal Template
SMART Goal
Name:
Learning Area Focus:
Verify that your goal is SMART (Specific, Measurable, Actionable, Realistic, Timely)
Specific: What exactly do you want to accomplish? What exactly do you want to improve?
<enter text here>
Measurable: How will you know when you have reached this goal? How will you keep track of you progress?
<enter text here>
Actionable: What strategies will you use?
<enter text here>
Realistic: Is this a reasonable and realistic goal for you? Do you have the resources to achieve this goal?
<enter text here>
Timely: When will this goal be achieved?
<enter text here>
Today’s Date:
Target Date:
Start Date:
Date Achieved:
Attachment 2b: Abbreviated SMART goal template
EXPLANATION GOAL-
To use more topic specific (technical language) in my
explanations.
I will achieve this goal by:
 researching my information for the explanation from at least three sources
 highlighting and replace ‘basic non-specific’ words in my explanation before the final copy
 Consider if adding a glossary would be appropriate
 conference with peers and teachers
I will know I have achieved this goal through:
 explanation writing samples
 feedback from teachers and peers
 highlighting or underlining the topic specific (technical language) – as part of glossary
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