Student Agency
Phase 2

"Look-Fors" During Observation
Remember: The most helpful part of the observation is not checking off items, but the conversations and reflections that happen after the visit.  

Beginning/ Developing

• Goal setting is limited if done at all and is managed entirely by the teacher without giving students access to the process.
• Student reflection on progress may occur, however they are not actively engaged in goal setting.
• Goal setting is done infrequently and is not revisited when progress has been made.
• ​Academic and non-academic goal setting is happening, but students do not authentically engage in the process, e.g., teacher provides the goals and manages progress monitoring.

Practicing/ Achieving

• Students regularly engage in setting meaningful short and long-term goals.
• Students are aware of how learning experiences align to their goals and can reflect on their progress independently and with peer and teacher support.
• Student goal setting is informed by their learner profile information and incorporates their academic and personal aspirations.
• Families are aware of and engage in student goal setting and reflection.
• Students can share their progress against their goals when asked.
• Students can explain why they have selected the goals they are working on and know how that supports their long term objectives.

Questions to Guide Observation 

• What evidence do you see of goal setting in the classroom?
• How well can students articulate their goals?
• What structures exist for reflection on progress towards meeting goals?
• What types of classroom structures exist to support students in setting, meeting, sticking with goals, and celebrating reaching them?
• How well can students articulate how their learning activities align to their goals?
• Do students seem motivated by their goals or do their goals seem teacher directed?
• How authentic are student’s long-term goals to their passions, interests, and needs?

Resources

• Student Goal Setting in the Classroom: This article shares responses from the field with examples and links for how goal setting is done and how it supports learners.
  
• SMART Goal Setting in the Classroom: This Edutopia article reviews how to use SMART goals with students and why that is a good strategy.
  
• The Best Posts on Students Setting Goals: This blog post by Larry Ferlazzo, shares a number of different resources about using goal setting with students.
  
• Student Goal Setting in Elementary: This blog post provides resources for student goal setting in an elementary school classroom.
  
• Personalized Learning Plans and Learner Profiles: This NGLC brief shares how these tools can help support student agency and personalization. It offers links to examples and resources as well.
  
• 7 Best Apps for Student Goal Setting: This brief article links to 7 apps that can be used to support goal setting and progress monitoring with students.
  
• 5 TIPS FOR INFUSING STUDENT REFLECTION INTO BLENDED CLASSROOMS: This blog post gives you strategies for using student reflection in the classroom.
  
• Learning and Leading with Habits of Mind: Chapter 12: Learning Through Reflection: This chapter gives a description of and rationale for reflections in learning. It also provides possible activities for reflecting in class with students.

Self-Direction, Coaching Tool
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Self-Direction, Coaching Tool
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