PEERS Goals
Jim Knight, an internationally renown instructional coach, from the Kansas University Center for Research on Learning, proposes that teachers can set better goals if they address PEERS Goals rather than SMART goals.
He introduced PEERS Goals in his book, "Focus on Teaching."
He asserts, "Teachers that create goals that address PEERS factors will likely find their goals have more impact than SMART goals."
He asserts, "Teachers that create goals that address PEERS factors will likely find their goals have more impact than SMART goals."
What are PEERS Goals?
Powerful
People who want to make an important difference in students’ lives should sort through every possible goal by asking a simple question:
People who want to make an important difference in students’ lives should sort through every possible goal by asking a simple question:
- Will this goal make a real difference in students’ lives?
Easy
Powerful goals that are difficult or impossible to implement are not as helpful as powerful goals that are easy to implement. Difficult-to-implement goals, no matter how powerful, often end up on the scrap heap of unrealized good intentions.
While our goals should “scare us a little”, we should still be able to implement action steps, track data, reflect, seek feedback, and keep implementing and iterating.
The best goals are goals that are powerful and easy, because they have the greatest likelihood of being implemented, and because they provide more time for teachers, to work on other important tasks.
Powerful goals that are difficult or impossible to implement are not as helpful as powerful goals that are easy to implement. Difficult-to-implement goals, no matter how powerful, often end up on the scrap heap of unrealized good intentions.
While our goals should “scare us a little”, we should still be able to implement action steps, track data, reflect, seek feedback, and keep implementing and iterating.
The best goals are goals that are powerful and easy, because they have the greatest likelihood of being implemented, and because they provide more time for teachers, to work on other important tasks.
Emotionally compelling
Effective goals need to be more than SMART; they need to compel people to action by moving them emotionally.
Goals should “provide a destination postcard – a vivid picture from the near-term future that shows what could be possible.”
Change is hard. Working toward a goal that has a positive impact on the lives of students should be ignited by passion.
Effective goals need to be more than SMART; they need to compel people to action by moving them emotionally.
Goals should “provide a destination postcard – a vivid picture from the near-term future that shows what could be possible.”
Change is hard. Working toward a goal that has a positive impact on the lives of students should be ignited by passion.
Reachable
Teachers and coaches need to consider whether or not their goal, however admirable, is one that can actually be reached.
Increasing student achievement by 20% on the state reading assessment is an admirable goal, but it is not helpful unless teacher and coach can identify a strategy that will help them reach the goal.
Decreasing non-instructional time from 22% to 5% by teaching students expectations for transitions, for example, is a more effective goal because it shows the destination as well as the pathways that teachers can realistically expect will get them there.
A reachable goal also has to be one that people will know they have reached; it has to have a finish line.
Teachers and coaches need to consider whether or not their goal, however admirable, is one that can actually be reached.
Increasing student achievement by 20% on the state reading assessment is an admirable goal, but it is not helpful unless teacher and coach can identify a strategy that will help them reach the goal.
Decreasing non-instructional time from 22% to 5% by teaching students expectations for transitions, for example, is a more effective goal because it shows the destination as well as the pathways that teachers can realistically expect will get them there.
A reachable goal also has to be one that people will know they have reached; it has to have a finish line.
Student-focused
Finally, effective goals are student-focused rather than teacher-focused.
When teachers choose teacher goals (“Let’s use graphic organizers at least twice a week”), they may implement the goal, but have no idea whether or not it made a difference for students. Additionally, no measure of excellence is built into the goal so people may implement the goal poorly and still meet the goal.
A student-focused goal, on the other hand, provides clear feedback on whether or not changes make a difference for students. Additionally, student-focused goals carry with them a built-in measure of quality. If a teacher ineffectively implements a teaching practice, it is unlikely that he will achieve the goal. The teacher will have to keep refining his use of the practice until he is able to implement it effectively, so that its use can lead to achievement of the goal.
When it comes to altering behavior, you need to help others answer only two questions:
First-Is it worth it?
Second-Can they do this thing?
Finally, effective goals are student-focused rather than teacher-focused.
When teachers choose teacher goals (“Let’s use graphic organizers at least twice a week”), they may implement the goal, but have no idea whether or not it made a difference for students. Additionally, no measure of excellence is built into the goal so people may implement the goal poorly and still meet the goal.
A student-focused goal, on the other hand, provides clear feedback on whether or not changes make a difference for students. Additionally, student-focused goals carry with them a built-in measure of quality. If a teacher ineffectively implements a teaching practice, it is unlikely that he will achieve the goal. The teacher will have to keep refining his use of the practice until he is able to implement it effectively, so that its use can lead to achievement of the goal.
When it comes to altering behavior, you need to help others answer only two questions:
First-Is it worth it?
Second-Can they do this thing?
What are some questions to help you set a PEERS goal?
Looking either at your lesson and / or the data collected from you lesson, think about the following questions:
- On a scale of 1-10, how close was the lesson to your ideal?
- What would have to change to make it closer to a 10?
- What would you see your students doing differently?
- Describe what that would look like.
- How could we measure that?
- Should that be your goal?
- If you could reach that goal, would it really matter to you? Why?
- What teaching strategy would you like to try to achieve your goals?
Next, identify a clear focus:
- Use the data to get a clearer picture of your current reality.
- Identify a change you want to see in the students.
- Identify a measurable student goal outcome.
- Identify a strategy to try.
Finally, check your goal does the following:
- Identifies a change in students.
- Is measurable.
- Identifies a teaching strategy to implement
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We cannot be teachers without students. Remember, focus on the learner.