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Student Agency
Phase 2

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"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.
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  • Home
  • About
    • Personalized Learning
    • Meet the Team
    • In the News
    • Impact Report
    • Sharing the Work
    • Blog
    • Flip the Switch
    • Resources for Families >
      • Personalized Learning for Families
      • Hybrid Learning for Families
  • The Rubric
    • Assessment and Data >
      • Data Driven Instruction
      • Student Feedback
      • Authentic Assessment
      • Choice in Assessment
    • Instructional Rigor >
      • Varied Learning Experiences
      • Differentiated Learning Objectives
      • Personalized Learning Pathways
      • Mastery Based Progression
    • Student Agency >
      • Rapport with Students
      • Self- Direction
      • Opportunities for Input
      • Advocacy Beyond Self
    • Classroom Culture >
      • Routines and Procedures
      • Peer Accountability
      • Growth Mindset
      • Sense of Purpose
    • Equity >
      • Self- Awareness
      • Diversity in Design
      • Collaborative Grouping
      • Access to Materials
    • Phases of PL
  • Readiness Continuum
    • 1 The PL Classroom
    • 2 Curriculum + Assessment
    • 3 Data Driven Instruction
    • 4 Social Emotional Learning
    • 5 The PL Graduate
    • 6 Principal/Leader
    • 7 Collaborative Design
    • 8 PL Campus Team
    • 9 Vision + Priorities
    • 10 Personalized PD + Supports
    • 11 Culture of Innovation
    • 12 Sustainability + Access
  • Progressions
    • Lab Rotation
    • Station Rotation
    • Individual Rotation
    • Flex Model
    • Flipped Classroom
    • Enriched Virtual
    • Distance Learning >
      • DLP | Establish a Learning Management System (LMS)
      • DLP | Engagement in Guided Learning
      • DLP | Engagement in Independent Learning
      • DLP | Feedback for Learning
    • Glossary
  • Fellowships
    • Innovation Showcase
    • Innovation in Teaching Fellowship >
      • 2020-2021 Fellows
      • 2019-2020 Fellows
      • 2018-2019 Fellows
      • 2017-2018 Fellows
      • 2016-2017 Fellows
    • School Retool
    • iDesign Central
  • At-Home Learning Webinars
  • Opportunities
    • Educator Tours
    • Winter Design Excursion Exhibition
    • Self-Paced Google Certification Courses
    • Google Certification
    • University Partnerships- Texas Tech
    • Edcamp
    • PL Homecoming 2022
  • The Lighthouse