1. Setting Classroom Goals with Teachers

2. Planning Scenario

3. Strengths and Opportunities
Strength Items- plotting higher scored items
“Each staff member, list strengths of the team”
“Additional strengths provided by the ECS”
Modifiable Items- plotting lower scored items
what is “short-term”?
what is “long-term?”
ALSO listening to the teacher voice (not just about highs and lows)
This plotting is your menu

4. Let’s Try Plotting . . .
Let’s try plotting using the PQA summary and some of the anecdotal evidence that was collected.
Working in PAIRS
What about classrooms that are scoring with very high quality across the PQA?

5. Goal Setting What has been working well?
What have you experienced as challenges?

6. Goal Setting Tips ECS facilitated, Teacher decided
Based on Strengths and Modifiable Items
Based on PQA and COR data
Could be a GSRP Implementation Area
Start with
“teachers will . . .” (for a classroom quality goal)
“children will . . .” (for an early learning goal)
Goals are not actions
—not how the teachers will get there
Move from “goal areas” to “goal statements”

7. Goal Statement Tips Classroom Quality Goal Early Learning Goal
Use the PQA item descriptor or row for language
EXAMPLE
PQA Item III-E:
“Teachers will use many strategies to support communication with children whose primary language is not English”
Early Learning Goal
Use COR item level descriptors for language
COR Item V:
“Children will begin to create unique simple patterns with at least three repeats”

8. Let’s Try Goal Setting
Let’s try goal setting using one of the LEARNING ENVIRONMENT modifiable items that you identified in the previous example.

9. S.M.A.R.T. Goals Specific Measurable Achievable/Attainable
Results-focused/Realistic
Timely
Use the S.M.A.R.T. Questionnaire to Revise Goals

10. Road Tripping
GOALS
PLANS

11. Words of Wisdom
“If you don’t know where you are going, you’ll end up someplace else.” —Yogi Berra
“There are no shortcuts to any place worth going.” —Beverly Sills
“Although goals are important, having a plan of action is vital to the success of those goals. Having a goal with no plan of action is like wanting to travel to a new destination without having a map.” —Steve Maraboli

12. Tips for Developing Action Plans
Start each action with a VERB
Most common verbs for GSRP classroom action planning
Brainstorm
The action planning is where your ECS expertise is especially valuable
prompts
teacher reflection- checklist
explore root causes (what is going to create change?)
keep actions realistic
anticipate any barriers
use HighScope resources (i.e. textbook, training participant guides)

13. Goals and Actions Together
Using the example provided, develop a goal statement and action plan.
How can the teaching team’s strengths be used to help facilitate this process?