Teacher goal setting in texas
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This document discusses research on effective teacher goal setting and its impact on student achievement. It finds that setting specific, moderately challenging goals can improve student performance by 8-16% depending on task complexity. Goals work best when they direct effort, build persistence and strategies, and foster commitment. Proper goal setting considers context, sets interim benchmarks, and provides leadership support through communication, modeling, and praise. The research suggests that teacher goal setting, if implemented well, can powerfully increase student learning.
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Teacher goal setting in texas
- 1. Making Teacher Goal Setting More Powerful Andy Hegedus, Ed. D. Sr. Research Manager November 2014
- 2. Agenda • Why should we care about goal setting in education? • What does the research say about it? • What are typical policies? • Suggestions for applying research findings to your work
- 3. One note • This presentation talks about teacher goal setting • The research is about human beings – Applies to adults universally – Some of the points should apply to students equally well
- 4. Why should we care about goal setting in education? Because we want students to learn more! • Policy view –Evaluating teachers in rigorous ways will improve teaching • Reward, support, remove
- 5. Why should we care about goal setting in education? Because we want students to learn more! • Research view –Setting goals improves performance
- 6. How do we know students learn more? • K-12 research very thin • Two studies specific to this issue by CTAC – Denver ProComp Study – 2004 – Charlotte-Mecklenburg TIF-LEAP Study – 2013 • Findings: – Teachers who set a high quality goal were associated with increased student achievement – Teachers who set and met goals were associated with increased student achievement – Implementation of SLOs can make a 12-13% difference in student achievement growth rate Catalyst for change (2004), Community Training and Assistance Center, retrieved 10-2-13, http://www.ctacusa.com/PDFs/Rpt-CatalystChangeFull-2004.pdf It’s more than money (2013), Community Training and Assistance Center, retrieved 10-2-13, http://www.ctacusa.com/PDFs/MoreThanMoney-report.pdf
- 7. What does research say on goal setting? Goals Essential Elements of Goal-Setting Theory and the High-Performance Cycle How much they impact (Moderators) How they impact (Mechanisms) Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 8. What does research say on goal setting? Essential Elements of Goal-Setting Theory Goals and the High-Performance Cycle Moderators Mechanisms Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 9. Goals • Specificity – SMART – Performance and learning goals • Difficulty – Challenge – Interim goals Goals Explanation • Specific goals are typically stronger than “Do your best” goals • If complex and new knowledge or skills needed, set learning goals – Implement 10 new formative assessment techniques by June 1 as modelled in PD • Moderately challenging is better than too easy or too hard – Challenge is judged by the teacher – Can combine performance and learning if challenge level is appropriate • If complex, set short term goals to gauge progress and feel rewarded
- 10. What does research say on goal setting? Essential Elements of Goal-Setting Theory Goals and the High-Performance Cycle Moderators Mechanisms Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 11. How do goals impact performance? • Choice/Direction • Effort • Persistence • Strategies Mechanisms Explanation • Influence choices on what to do and not do • Generate increased effort • Work through more issues until attained • Engage new and different strategies and learn if needed
- 12. What does research say on goal setting? Essential Elements of Goal-Setting Theory Goals and the High-Performance Cycle Moderators Mechanisms Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 13. How much do goals impact performance? • Goal Commitment • Goal Importance • Self-Efficacy • Feedback • Task Complexity Moderators Explanation • Perception of consistency with interests and values and chance of attainment • Participation in goal setting – Trust and fairness are required • Leader communication and persuasion – Confidence, support for working with others, rewards for attainment, PD • Progress checks to adjust effort and strategies – The more complex, the more needed Paarlberg, L. E. & Lavigna, B. (2010). Transformational leadership and public service motivation: Driving individual and organizational performance. Public administration review. Wiley Online Library.
- 14. • Autonomy Essential Elements of Motivation – The desire to direct our own lives • Mastery . – The urge to get better and better at something that matters • Purpose – The yearning to do what we do in the service of something larger than ourselves Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
- 15. Moderator Pitfalls Areas where things can go wrong • Goal Commitment • Goal Importance Explanation • Perception of threat vs. challenge • More cheating with performance goals – Alignment between intended value and measures • Ignore non-goal areas – Unintended consequences • Reduced intrinsic motivation with extrinsic – Performance change limited or can decrease in public sector Heinrich, C. J. & Marschke, G. (2010). Incentives and their dynamics in public sector performance management systems. Journal of Policy Analysis and Management. Wiley Online Library. Paarlberg, L. E. & Lavigna, B. (2010). Transformational leadership and public service motivation: Driving individual and organizational performance. Public administration review. Wiley Online Library.
- 16. What does research say on goal setting? Essential Elements of Goal-Setting Theory Goals and the High-Performance Cycle Moderators Mechanisms Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 17. What changes in performance can be expected? • Productivity • Cost improvement Performance Explanation • Varies with task complexity – More complex = less improvement – 8% to 16% improvement from most to least complex • Consistent with CTAC study • In financial terms, these improvements are huge – Each person, year after year Wegge, J. & Haslem, S. A. (2013). When Group Goal Setting Fails: The Impact of Task Difficulty and Supervisor Fairness. Creativity, Talent and Excellence (pp. 165–184). Springer.
- 18. What does research say on goal setting? Essential Elements of Goal-Setting Theory Goals and the High-Performance Cycle Moderators Mechanisms Performance Willingness to commit Satisfaction with Performance and Rewards Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist. American Psychological Association.
- 19. Satisfaction and Willingness • Satisfaction with performance and rewards • Willingness to commit to new challenges Cycle Explanation • Rewards come with improved performance – Recognition, promotion • Leads to improved personal satisfaction and belief that they can do more • Leads to more willingness to commit to new and higher goals
- 20. Think-Pair-Share? • What are two things you think are important that we should consider in education and why? • Is there any part of this theory that you can apply now?
- 21. Typical policy • Teacher Evaluation – Observation – Student growth goal – Professional growth goal • SLOs used for student growth goal • Combined with various weights – Often professional growth goal not weighted in rating
- 22. • Population • Learning Content • Interval of Instructional Time • Evidence • Baseline • Target(s) What content is typically included in a SLO? New York Template Charlotte-Mecklenberg Template • Population • Learning Content • Interval • Assessment(s) • Growth expectations • Strategies NY State SLO Template, http://www.engageny.org/resource/new-york-state-student-learning-objective-template, downloaded 10-2-13 Charlotte-Mecklenberg SLO template, http://www.cms.k12.nc.us/cmsdepartments/Tif-Leap/Pages/StudentLearningObjectives.aspx, downloaded 10-2-13
- 23. Population • All students should be “in play” relative to the goal – Set another for a sub-group if warranted
- 24. Number of Students What gets measured and attended to Mathematics Fall RIT No Change Down Up really does matter Proficiency One district’s change in 5th grade mathematics performance relative to the KY proficiency cut scores
- 25. Number of Students Changing from Proficiency to Growth means all kids matter Mathematics Student’s score in fall Below projected growth Met or above projected growth Number of 5th grade students meeting projected
- 26. Evidence • There should always be multiple data sources and metrics • Data should be triangulated – Classroom assessment data to standardized test data – Domain data (mathematics) to sub-domain data (fractions and decimals) to granular data (division with fractions)
- 27. 9 8 7 6 5 4 3 2 1 0 Fun with Fractions Intervention Overall Math Growth 2011 2012
- 28. 12 10 8 6 4 2 0 Fun with Fractions Intervention Fractions Number Sense Measurement Algebra Statistics 2011 2012
- 29. Context matters • Lack of a historical context – What has this teacher and these students done in the past? • Lack of comparison groups – What have other teachers done in the past? • What is the objective? – Is the objective to meet a standard of performance or demonstrate improvement? • Do you set safe goals or challenging goals?
- 30. Suggestions • Goals and targets themselves – Specific SLOs with appropriate information included • MUST have learning goals • Can have growth or achievement targets • Combination of elements needs to be moderately challenging – Set additional learning goals if complex and new
- 31. Suggestions • Goals and targets themselves (cont.) – Appropriately balance moderately challenging goals with consequences • Only use “Stretch” goals for the organization to stimulate creativity and create unconventional solutions – Professional growth goal leads to attainment of student growth goal • Weight as much as possible within policy Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance.
- 32. Suggestions • Goals and targets themselves (cont.) – Set interim benchmarks for progress monitoring – Carefully consider what will not happen to attain the goal • Can you live with the consequences? • How will you look for other unintended ones? Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance.
- 33. 8.00 6.00 4.00 2.00 0.00 -2.00 -4.00 -6.00 New phenomenon when used as part of a compensation program Mean value-added growth by school 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71 Students taking 10+ minutes longer spring than fall All other students
- 34. • Leadership Suggestions – Be fair and trustworthy • If goal is assigned, explain the logic behind it – Communicate and support teachers in their learning • Encourage teamwork on strategies • Emphasize the positive and the impact on others – Importance to students to attain goal • Provide PD, models, coaching – Sincerely and specifically praise progress Sholihin, M., Pike, R., Mangena, M. & Li, J. (2011). Goal-setting participation and goal commitment: Examining the mediating roles of procedural fairness and interpersonal trust in a UK financial services organisation. The British Accounting Review. Elsevier. Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance. Porter, R. L. & Latham, G. P. (2013). The Effect of Employee Learning Goals and Goal Commitment on Departmental Performance. Journal of Leadership & Organizational Studies. SAGE Publications.
- 35. Goal Setting Will benefit students if done wisely!
- 36. Questions or thoughts to share? Andy Hegedus andy.hegedus@nwea.org 302-275-3448
Editor's Notes
- Dramatic differences between standards based vs growth KY 5th grade mathematics Sample of students from a large school system X-axis Fall score, Y number of kids Blue are the kids who did not change status between the fall and the spring on the state test Red are the kids who declined in performance over spring – Decender Green are kids who moved above it in performance over the spring – Ascender – Bubble kids About 10% based on the total number of kids Accountability plans are made typically based on these red and green kids
- Same district as before Yellow – did not meet target growth – spread over the entire range of kids Green – did meet growth targets 60% vs 40% is doing well – This is a high performing district with high growth Must attend to all kids – this is a good thing – ones in the middle and at both extremes Old one was discriminatory – focus on some in lieu of others Teachers who teach really hard at the standard for years – Teachers need to be able to reach them all This does a lot to move the accountability system to parents and our desires.
- Measure over two years. 2011 – 8 pts, 2012 – slightly lower On the face it slipped in its effectiveness
- Let’s look at fractions specifically. Overall score went down. Other strands declined. Something in the way the intervention was delivered caused other areas to decline. This year we will work on computation skills and measure by that goal area. No improvement in mathematics. Could be so much focus on intervention, rather than other areas. If only working on one piece of the domain, the remainder of the curriculum may suffer. You want to evaluate the intended impact is seen and look more broadly for unintended consequences in the broader domain.
- No solid research on learning and performance goals at the same time. For complex situations where learning is required, learning goals work best, then “Do your best” goals, then performance goals. Focus should be on mastering skills rather than reaching a desired level of performance. That will come later. Performance goals distract from the learning that is needed. Learning goals help moderate cheating as opposed to performance goal
- No solid research on learning and performance goals at the same time. For complex situations where learning is required, learning goals work best, then “Do your best” goals, then performance goals. Focus should be on mastering skills rather than reaching a desired level of performance. That will come later. Performance goals distract from the learning that is needed. Learning goals help moderate cheating as opposed to performance goal