I know more now than I did in April and I find that it is necessary to revisit and revise my goal. I submitted a goal on April 8 which I’ve now updated (as of September 3, 2013).
The above shows how I submitted my goal; the design and images are important to me. The hyperlinks are now active in the document above, which was not the case in April.
To purposefully act to forward Trinity School’s mission, faculty-learners and student-learners will grow significantly in their use of reflection and the formative, diagnostic, and self-assessment knowledge that come from such an approach to learning.
Strategic: Publishing a minimum of one reflection per week will model and practice reflective teaching practices that mirror the reflective learning practices we expect from My Learning student portfolios.
Measurable: Success will be measured in several ways. Will we publish meaningful reflections every week? Will we enhance others learning by commenting on reflections and/or by sharing the reflections with others? Will faculty-learners embrace the My Learning philosophy and model reflective practices for student-learners?
Attainable: Every journey begins with a first step. Reflection on practices occurs every day. Publishing reflections every week is the target. If a stumble occurs (a missed week), there is always the next week to recover and try again. It is an iterative process.
Results-oriented: Portfolios support a growth mindset by allowing learners to track their learning and growth over time and offer opportunities to modeling networked learning and develop community partners.
Time-bound: We expect our student-learners to reflection on their learning periodically throughout the entire school year; therefore, the goal is to publish at least one reflection every week during the 2014-2015 academic year.
- Intentionally reflect and question to grow and learn. Publicly publish my reflections at Experiments in Learning by Doing using the tag #MyLearningEdu. Connect with others by broadcasting each post via Twitter.
- Reflect on learning by keeping a running record in an e-portfolio. Encourage and provide opportunities and support for others to develop professional portfolios that document learning, growth and reflections.
- Support reflection, questioning, and growth of learners by designing and engaging in professional development opportunities for teacher-learners to learn by doing. Examples:
- MyLearningEDU 1.5 for teacher-learners to model and experience My Learning from the student perspective.
- Twitter for Learning for teacher-learners to foster and develop connections with other educators and experts.
- Leading Learners to Level Up for teacher-learner teams to design and implement formative assessment that diagnoses and differentiates while leading learning.
To see the development of this goal, see previous iterations Goals and Self-Assessment April, 2013 and Developing a goal, a SMART Goal – learner outcomes and action steps.