Link to doc
2020 Individual Goal 1 Worksheet (Maori Achievement)
By…
(time frame)
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By the end of term 3
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I have/I am…
(present tense) (practice e.g. ‘ing’ verb)
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I will have worked on mindset exercises with my Year 12 and Year 13 students
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So that…
(benefit/outcomes)
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so that they feel more confident in themselves and their ability to complete the project work in Design and Visual Communication.
Goal 1 Maori Achievement
To raise Maori student achievement and cultural visibility. That 85% of Maori students will achieve NCEA Level 2.
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SMART Goals
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Reflection
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Strategic -it should align with your overall position responsibilities and your organisation’s annual goals, not some randomly selected one.
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This aligns with the school goal of raising Māori achievement and the school goal for student wellbeing.
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Meaningful – if it doesn’t do anything for you, the goal should be re-written and should align to intrinsic motivation.
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Working on mindset will help support every aspect of the work that the students do. It will help them have a more positive approach to their work as a whole, while my specific target will be their design work.
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Aspirational – where might I see the goal leading me to in my practice that would really make an impact.
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I want to start working with students much earlier with mindset activities and after the reading that I have been doing, try and get other teachers on board too so it is a more universal approach.
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Risky – how about doing something that is complex, will require you to collaborate and get you outside your comfort zone – but in the understanding that it is the learning that is important, not the achievement of the goal. Encourage and reward learning from mistakes.
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This is not specific to DVC - my subject - so I am having to do a lot of research and reading.
I want to collaborate more with other staff members. I have started this with the Health and PE department as they do this type of work as part of their courses.
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Time-bound -of course, every goal must have an end-point to keep you focused. If the goal was not achieved, at least by aiming for something risky, you know a lot more about whatever it is that interested you in the first place.
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I will get feedback from the students at the end of term 3 and compare it to the feedback from them earlier in the year.
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GROWTH Model
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Reflection
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Goals - What do you need to achieve?
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I want the students to be able to complete the work that they start in order to achieve the credits that are on offer.
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Reality - What is happening now?
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Far too many times, the not achieved in the results is because their work is incomplete. They avoid the things they find hard and leave them unfinished.
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Options - What could you do?
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I would like to improve how they feel about themselves and their work as they lack confidence.
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Will - What will you do?
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I will work on mindset throughout the year with activities and information.
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Tactics - How and when will you do it?
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I will research and read about the subject of mindset.
I will collaborate with the Health and PE departments who already do some of this kind of work in their courses.
I will include activities and information for the students throughout the year.
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Habits - How will you sustain your success?
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I want to start this kind of work with the students earlier - in Y9 and Y10 then definitely into Y11 so they have habits set up for when the work gets harder.
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Goal Number 2
Link to doc
2020 Individual Goal 2 Worksheet (Other)
By…
(time frame)
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By the end of the year
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I have/I am…
(present tense) (practice e.g. ‘ing’ verb)
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I will have developed and collated a series of literacy based templates that can be used by any of the students in Design and Visual Communication. These templates will rely heavily on SOLO Taxonomy structure.
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So that…
(benefit/outcomes)
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so that these templates and ways of working become part of the normal flow of working through the design process.
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SMART Goals
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Reflection
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Strategic -it should align with your overall position responsibilities and your organisation’s annual goals, not some randomly selected one.
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This aligns with the Department goal for literacy and development of resources.
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Meaningful – if it doesn’t do anything for you, the goal should be re-written and should align to intrinsic motivation.
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This will give structure and support for all students doing the subject and enable more detailed writing in analysis work.
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Aspirational – where might I see the goal leading me to in my practice that would really make an impact.
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It is the analysis of their design work where Merit and Excellence results are so this work will give support to aim high in the students project work.
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Risky – how about doing something that is complex, will require you to collaborate and get you outside your comfort zone – but in the understanding that it is the learning that is important, not the achievement of the goal. Encourage and reward learning from mistakes.
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There is a lot of learning, reading for me to do and collaborating with other teachers in order to achieve this goal.
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Time-bound -of course, every goal must have an end-point to keep you focused. If the goal was not achieved, at least by aiming for something risky, you know a lot more about whatever it is that interested you in the first place.
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The time scale is until the end of the year.
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GROWTH Model
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Reflection
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Goals - What do you need to achieve?
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To improve the students written ability when writing analysis notes with their design work.
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Reality - What is happening now?
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They produce notes that lack depth and understanding in what they have designed and also lack literacy structure.
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Options - What could you do?
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Research, read and collaborate with other teachers.
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Will - What will you do?
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Produce a range of resources that use SOLO as the main structure to support writing in DVC.
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Tactics - How and when will you do it?
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I will produce and collate resources onto the class site where they can be accessed by all the students and linked to during the project flow when needed.
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Habits - How will you sustain your success?
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Use and refer to them at all year levels.
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