SETTING OBJECTIVES

This page outlines the first meeting of the year and the process to follow when helping teachers to set clear and attainable objectives.

First Meeting
At this stage of the course, you need to observe one meeting and have one of your meetings observed.
So, having read through this page, please email me about the Objectives Meeting and let me know if you want to observe one of my meetings and who you are observing and being observed by.
Remember to apply those active listening principles.

Remember in the first meeting you need to cover the following ground:
1. Objectives (see below) - ensure that classroom, department, college and system objectives are covered and that the objectives are obtainable.
2. Observations - when and who is observing as well as what format the observation will take.
3. Student evaluations - when each class will do its evaluation of the teacher.
4. Support - discuss each of the objectives with the teacher and help them predict where they will need your support.

Objectives
Teachers draw up their objectives based on last year's final appraisal meeting and include objectives on the following.
1. Classroom teaching - make sure that there is not an innumerable list of unattainable objectives. I often suggest a maximum of one per class.
2. Personal PD - again make sure that these are balanced and not impossible to complete in the year.
3. Action Learning group - if the teacher has no fixed idea, use the classroom and PD objectives as a spring board to action learning.
4. Departmental duty - I would only suggest that a teacher takes this on after their first year. Make sure the teacher has not forgotten their departmental objectives. Very often teachers see a departmental duty as part of their day-to-day working life and forget to list it.
5. College duty - again I would suggest that a college duty is probably only feasible after the first year although past experience shows that some teachers quickly move into college life through a college duty such as sports coach or involvement in one of our many conferences etc. At the meeting, it is often worth pointing out that the most attainable objective at the start of the year is something like: "To take every opportunity to get involved in college activities." The teacher can then update their objectives as these opportunities arise.
6. Duties beyond the college - (if applicable) - these are likely to include work on new courses with outline writing and development, contact with company clients through PACs etc, and assessment writing for system exams.
7. Other - these often come from last year's final discussion record and tend to involve professional activity that has not been included in the Personal PD objective. My editorial role with Essential Teacher is a good example.
If it is the teacher's first year, I suggest they use a format from other teachers - I have included two below.

Format
Both the formats below are used by a large number of teachers I have worked with:

THE LIST
Goals and objectives:
Teaching
Name the section.
1. Objective.
Performance Indicator:
Name the section.
2. Objective.
Performance Indicator:
3. Objective.
Performance Indicator:

Professional Development & Action Learning Group
4. Objective.
Performance Indicator:

Department Work
5. Objective.
Performance Indicator:

Other Duties
6. Objective.
Performance Indicator:
7. Objective.
Performance Indicator:

THE TABLE

The strength of the tabulated version is that we can easily tie individual objectives into those of the department and the college through the person accountable and support group columns.
Whichever format the objectives take, it is most important that we discuss with the teachers the support they need to attain their goals and that they realise they can adapt their objectives at any time during the year.

Once the meeting is complete, the teacher will adapt the objectives as discussed and then send a final soft copy to the Supervisor.
These objectives can be updated during the year as they change.

When you are observing and being observed, answer these questions:
1. Is the teacher comfortable and confident to speak out?
2. How does the supervisor put the teacher at ease?
3. Does the supervisor use active listening principles?
4. Does the supervisor ensure that the seven areas above are covered?
5. Is the attainability of the objectives discussed? How?
6. Is the teacher clear about their goals at the end of the meeting? How do you know?

Discuss your answers with the supervisor you observed.

Ask one of your teachers if you can use their objectives from this year or a previous one.
Review the objectives by answering the following:
1. Are all 7 areas covered?
If not, is that acceptable? Why or why not?
2. Are all the objectives attainable in the year?
If yes, how do you know?
If not, what would you suggest changing? Note: sometimes this is as simple as breaking the objective down and changing the completion date.

Then, email all of the group with these objectives - removing all name references first of course - with your answers to the questions.