In my view, the strength of any team is not in the leadership group, although having strong leadership is important, rather it is in the supposed lower ranks, those individuals and stakeholders deemed to be at the bottom, and their ability to carry the overall vision for the organisation. To use a sporting analogy, it is often the depth of the reserves rather than the strength of the seniors that a teams metal is truly tested. With enough money, any team can buy enough players to be a good side, but to be a strong and successful side, it is the ability to stand up against injury and adversity which often decides between winning a game and maintaining long term success. This same mentality can be applied to the day to day actions in any educational environment. Often effort and money is put into key areas associated with big data, such as NAPLAN. However, it is those areas found in the margins of the curriculum, areas which neither provide clear measurable data nor any direct benefits, that the strengths and weaknesses can truly be tested. In the past I have written about the problems with reading conferences, another aspect often shunted from the day to day activities is that of goal setting and their role in supporting learning and development.
Not so Smart Goals
I have experienced many reincarnations of student goals during my time, from goals written with no students in sight to students being given five minutes to scribble down a few vague ideas on a piece of paper. What ties all of these experiences together is that they are all about students, but far too often not composed for students. I have lost count of the amount of times that I have had to work through the SMARTacronym with students. It surely says something when students need to be reminded again and again what supposedly makes a ‘good’ goal. I find the most poignant attributes of the so-called SMART goals is the ability to be ‘measured’. I completely agree that a goal needs to be measured, that is not my qualm. However, far to often the data that students use to supposedly measure their goals is not their own. Although they can demonstrate some sort of measurable evidence, they have little ownership over it. They merely complete a task and receive their grade as some sort of just reward. For example, many students often speak of improving their grades or getting better marks, when sadly these grades and marks often only tell a minuscule part to the story of learning.
Another interesting aspect to student goals is the frequency which they are completed. In my experience, goals are often set once a semester, usually connected to the mandatory requirement to include them within reports. Little interest is given to following up and managing them. Associated with this, school diaries have seemingly morphed to contain a treasure trove of learning resources, from study tips to style guides. Squashed in there has been the attempt to provide some sort of structure of the whole process beyond the usual biannual occurrence. However, again this attempt to contain goals in a regimented manner is often lost on those to whom it matters most, the students.
In the end, the goals that students set are often lost in the system. Although they may make it into their reports or be filed for safe keeping, most students have little memory of what their goals were beyond the current set. Is it a surprise that student goals have little perceivable impact?
Life Long Teachers
On the flipside, the goals set by teacher are often no better. In the recent AEUVic industrial action, it was argued by the government that the whole incremental review system was flawed and that teachers were simply getting moved up each year whether they had earned it or not. Sadly, bringing in performance pay would only make a flawed system even more fractured. The problem with the current review process is that, like student goals, it is far from an organic process. Most schools (in Victoria) meet with staff twice a year. Once at the end of the first semester to set the Performance and Development plan and then again at the end of the year to review it. In addition to this, work is often done in teams to set goals based on the previous years data. This is all good, but it overlooks a major aspect of goal setting and that is the need to be timely. It must be said that over the last few years that there have been some great diagnostic programs, such as ePotential and the AITSL Self-Assessment Tool, developed to provide staff with feedback whenever they require it. However, these tools depend on one missing element, an intrinsic desire to forever be better.
There is a real push from some within education at the moment to push for more individualised professional development and to form more personalised Professional Learning Networks. (See for example Tom Whitby’s blog on ‘How Do We Connect Educators’ as well as Andrew Williamson’s presentation relating to PLNs.) I think though that one of the things inhibiting teachers from taking more ownership over their own learning and development is actually feeling confident enough to identify weaknesses without fear of retribution. I think that many teachers baulk at the idea of being truly honest out of fear that this may come back to haunt them if they were to apply for any sort of position of leadership. On the flipside, I think that there is also a fear among administration at times to allow any sort of freedom with staff as this may lead to precious professional development time being squandered. The problem that remains though is that some of the best professional development I have been to have been the sessions that I chose to attend in my own time, because I had an interest and I saw some worth in it for me. It begs the question, what will any goal achieve if it is not also attached to some sense of ownership?
Power is in the Program
One of the biggest frustrations that I have had with setting goals, whether it be personally or while supporting students, has been the fact that too often goals were developed and left at that. For example, student goals were set and the teacher kept a digital copy, while student would gain a print out. However, there was little feedback or progressive notes developed. This hurdle has been somewhat rectified with the recent inundation of collaborative tools that allow multiple people to be responsible for a single document. Whether it be keeping track of goals using Evernote, creating a Google Doc or simply sharing a document with Dropbox, there is no longer a reason why goals are not living and breathing documents. On a bit of a tangent, I am particularly interested in the work on Tony Moncur from Nichols Point Primary School who has started using the Ultranet (GenED 4.0) to manage and share student learning. I think that if there is anything to be said it is that technology allows the process to become more manageable and accountable. However, as I queried in my previous post, does technology really provide a complex solution or does it simply create a complicated answer that misses the real question, who are goals really been written for?
Student Goal Centered Learning
It is often spruiked that students are at the centre of all learning, then why aren’t goals as well? Surely if we are to make any move into the 21st century then we are going to have to learn to support learners in setting goals rather than just continue to write them for them. For how SMART are learning goals if they are not being driven by those individuals who they relate to? This may mean failing, but it also means allowing students to learn from those failures. If students are to truly be at the center then we need to support them in the process of taking ownership. How are you supporting your students with their goals and do they own them?
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