andy hegedus, ed. d. sr. research manager october 2014 making teacher goal setting more powerful
TRANSCRIPT
Andy Hegedus, Ed. D.
Sr. Research Manager
October 2014
Making Teacher Goal Setting More Powerful
• 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
Agenda
• 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
One note
Because we want studentsto learn more!
• Policy view–Evaluate teachers in rigorous ways will
improve teaching• Reward, support, remove
Why should we care about goal setting in education?
Because we want studentsto learn more!
• Research view–Setting goals improves performance
Why should we care about goal setting in education?
• K-12 research very thin • Two studies specific to this issue by CTAC
– Denver ProComp Study – 2004– Charlotte-Mecklenburg TIF-LEAP Study – 2013
• Findings:– If a teacher sets a high quality goal, its associated with
increased student achievement– If a teacher sets and meets a goal, its associated with
increased student achievement– Implementation of SLOs can make a 12-13% difference in
student achievement growth rate
How do we know students learn more?
Catalyst for change (2004), Community Training and Assistance Center, retrieved 10-2-13, http://www.ctacusa.com/PDFs/Rpt-CatalystChangeFull-2004.pdfIt’s more than money (2013), Community Training and Assistance Center, retrieved 10-2-13, http://www.ctacusa.com/PDFs/MoreThanMoney-report.pdf
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
Goals
• Specificity• Difficulty
• Goal Types– Performance and
learning goals– Proximal 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
• If complex, set short term goals to gauge progress and feel rewarded
• 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
Goals
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
How do goals impact performance?• Choice/Direction• Effort• Persistence• Strategies
Explanation• Influences choices on what
to do and not do• Generates increased effort• Work through more issues
until attained• Engages new and different
strategies and learns if needed
Mechanisms
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
How much do goals impact performance?• Goal Commitment• Goal Importance• Self-Efficacy• Feedback• Task Complexity
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
Moderators
Paarlberg, L. E. & Lavigna, B. (2010). Transformational leadership and public service motivation: Driving individual and organizational performance. Public administration review. Wiley Online Library.
• Autonomy– 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
Essential Elements of Motivation
.
Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, NY: Riverhead Books.
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
Moderator Pitfalls
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.
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
What changes in performance can be expected?• Productivity• Cost improvement
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
Performance
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.
What does research say on goal setting?
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.
Goals
Moderators
Mechanisms
Performance
Satisfaction with
Performance and Rewards
Willingness to commit
Essential Elements of Goal-Setting Theory and the High-Performance Cycle
Satisfaction and Willingness• Satisfaction with
performance and rewards
• Willingness to commit to new challenges
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
Cycle
• 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?
Think-Pair-Share?
• 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?
Challenges with goal setting
• 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
Suggestions
• Population• Learning Content• Interval of Instructional
Time• Evidence• Baseline• Target(s)
What content should be 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 10-2-13Charlotte-Mecklenberg SLO template, http://www.cms.k12.nc.us/cmsdepartments/Tif-Leap/Pages/StudentLearningObjectives.aspx, downloaded 10-2-13
• All students should be “in play” relative to the goal– Set another for a sub-group if warranted
Population
Mathematics
No ChangeDownUp
Fall RIT
Num
ber o
f Stu
dent
sWhat gets measured and attended to
really does matter
Proficiency
One district’s change in 5th grade mathematics performance relative to the KY proficiency cut scores
MathematicsBelow projected growthMet or above pro-jected growth
Student’s score in fall
Nu
mb
er o
f S
tud
ents
Number of 5th grade students meeting projected mathematics growth in the same district
Changing from Proficiency to Growth means all kids matter
• 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)
Evidence
Overall Math Growth0
1
2
3
4
5
6
7
8
9
20112012
Fun with Fractions Intervention
Fractions Number SenseMeasurement Algebra Statistics 0
2
4
6
8
10
12
20112012
Fun with Fractions Intervention
• Goals and targets themselves– Specific SLOs with appropriate information
included– Appropriately balance moderately
challenging goals with consequences• Involve each person in setting an appropriate goal • Only use uniform goals to “Stretch” the
organization to stimulate creativity and create unconventional solutions
Suggestions
Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance.
• Goals and targets themselves (cont.)– Set additional learning goals if complex and
new– 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?
Suggestions
Locke, E. A., & Latham, G. P. (2013). New developments in goal setting and task performance.
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Students taking 10+ minutes longer spring than fall All other students
New phenomenon when used as part of a compensation program
Mean value-added growth by school
• Leadership– 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
Suggestions
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.
Will benefit students if done wisely!
Goal Setting
