Goal Setting and Action Planning June 2016

Goals for Module Through a reflection on the current or anticipated Board math plan, participants will: consider how precision and intentionality in goal setting, action planning and implementation affect intended outcomes reflect on and refine goal setting and action planning through the identification of precise, intentional and complementary strategic action(s)

support educators in determining explicit, intentional and precise improvement planning decisions which inform monitoring and feedback for continuous improvement and future planning in relation to enhanced student learning, achievement and well-being. The School Effectiveness Framework (K-12 ) serves to: (Page Three)

Which of the following four quotations best resonates with your team, currently, as you reflect on the intentionality and precision of your math plan? Explain the rationale for why your team arrived at this conclusion.

“Leaders must make the difficult choice to move from superficial compliance with a myriad of directives... toward selective and deep implementation of a few areas of focus.” (Reeves, 2010, p. 37) “Short term goals and small wins that provide immediate incentive may result in better performance than long-term goals that are too far removed in time to mobilize efforts.” (Latham and Locke, 2006) “The everything agenda is an energy vampire that sucks all of our energy and serves to leave us tired and frustrated because we can never fully accomplish what we hope to do. Plans that are limited in scope enable staff to focus on a few really important things that will make a difference for students.” (Perkins, 1992, p.4) If you can’t explain it simply, you don’t understand it well enough. (Albert Einstein)

Precision and Intentionality and Your Math Plan Reflecting on your math plan (either your current plan or one anticipated for ), consider the next series of strategic actions your system will take to achieve your intended goal. Why are the actions strategic? Can they be broken into smaller steps? Who are the specific stakeholders and what are their specified timelines and complementary actions for each smaller step?

Increasing Precision: “First” Strategic Action” What is the “first” Strategic Action in the series of actions in your system math plan that is imminent for you? Share your thinking!

Increasing Precision: Deconstructing the “First” Strategic Action In reference to the “first” Strategic Action: Why is this the first action? What are the precise steps in the action? When will they occur and how will they be implemented by which appropriate stakeholders in the next month or less?

Professional Learning Cycle

System Features that may be Barriers (could include) system readiness for change power dynamics personalities openness commitment ownership capacity structures processes previous change experiences flexibility and adaptability of the culture expectations unwritten rules involvement in preparing for change trust confidence in leadership other factors Consolidated from: Organizational Change, An Action Oriented Toolkit by Cawsey, Deszca and Ingols, 2016

Increasing Precision and Intentionality: Refining the “First” Strategic Action - Considering System Barriers What is the barrier(s) within your system that may prevent the successful implementation of the first strategic action? What tactics might you use as part of your first strategic action to address this barrier(s) and implement your plan?

How might you share and extend the thinking generated in this session to your work as a system team in the afternoon and beyond as you embark on your math goal setting, improvement planning and implementation