1A SELECTING INSTRUCTIONAL GOALS
The teacher selects instructional goals that are aligned with the Montana Content and Common Core Standards and the district’s curricula. Goals must be appropriate for the learners and reflect high expectations for all students.
ELEMENTS AND INDICATORS OF PERFORMANCE
Value, Sequence, and Alignment
Clarity
Balance
Suitability for Diverse Learners
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
Teacher Evidence:
Student Evidence
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
Video: The Understanding by Design Guide to Creating High-Quality Units - Jay McTighe (6:40)
ELEMENTS AND INDICATORS OF PERFORMANCE
Value, Sequence, and Alignment
- The teacher selects learning goals that are aligned with the Montana Content and Common Core Standards and the district’s curricula.
- Goals are appropriate for the learners and represent high expectations and rigor for the students.
- Goals reflect important learning in the discipline.
- The teacher communicates how and why the goals are important in building a strong understanding of the content.
- Goals are congruent with the sequence of learning being taught.
- The sequence moves seamlessly from simple to more complex expectations; the teacher adjusts the expectations for learning as the students acquire the knowledge.
- Goals promote learning connections within the discipline and in other related disciplines.
Clarity
- Goals are clearly presented in written plans.
- Goals define and describe what students will know and be able to do as a result of the teaching.
- Each of the goals can be readily assessed through both formative and summative assessments.
Balance
- Students demonstrate his or her understanding and knowledge in multiple formats.
- Where appropriate, goals reflect several different learning styles.
- When possible, goals include coordination and integration both within the content area and in other related content areas.
Suitability for Diverse Learners
- Goals are based on a comprehensive assessment of student learning.
- The teacher collects and analyzes both group and individual student data.
- The teacher identifies prerequisite skills and knowledge of the students and uses the information to plan to meet the individual needs of the students.
- The teacher uses a variety of information to plan to meet the individual needs of the students.
- Suitability for Diverse Learners
- Goals are based on a comprehensive assessment of student learning.
- The teacher collects and analyzes both group and individual student data.
- The teacher identifies prerequisite skills and knowledge of the students and uses the information to plan to meet the individual needs of the students.
- The teacher uses a variety of information to plan to meet the individual needs of the students.
INFORMATION
ARTIFACTS
- Learning Targets Analysis
- Outcome/Skills Charts
- Lesson/unit plans that contain learning outcomes that are rigorous and represent a range of important learning
- Lesson plans that show a variety of instructional strategies leading to an outcome
- Samples of differentiated learning activities, materials, assessment strategies, benchmarks
- Learning targets/ “I can” statements in lesson plan or posted in the room (picture)
- Rubrics that identify proficiency for an outcome
- List of essential questions that are linked to outcomes
OBSERVABLE EVIDENCE
Teacher Evidence:
- Has a learning target/goal posted so that all students can see it
- Ensures that the learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment
- Makes reference to the learning target/goal throughout the lesson
- Has a scale or rubric that relates to the learning goal posted so that all students can see it
- Makes reference to the scale or rubric throughout the lesson
Student Evidence
- Can explain the learning target for that day’s lesson
- Can explain the relationship of the daily target to the long-term learning goal (grade-level standard)
- Can explain how their current activities relate to the learning target/goal
- Can explain the meaning of the levels of performance articulated in the scale or rubric
- Can explain how they will achieve the learning target/goal
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
Video: The Understanding by Design Guide to Creating High-Quality Units - Jay McTighe (6:40)