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Image of students and teacher, top half The KEYS 2.0 Online Action Guide
Image of students and teacher, bottom half Welcome | Introduction | About the KEYS Action Guide
KEY 1 | KEY 2 | KEY 3 | KEY 4 | KEY 5 | KEY 6 | NEXT STEPS | APPENDIX
key 1 INTRODUCTION | TOOLS | RESOURCES | SUCCESS STORIES
Indicators 1 |  2 |  3 |  4 |  5
KEY 1 - INDICATOR 1
SHARED GOALS FOR ACHIEVABLE EDUCATION OUTCOMES ARE CLEAR AND EXPLICIT

This indicator examines whether or not your school’s goals include high-level, well-defined learning expectations for all students and high teaching standards. It also looks at school employee involvement in defining the goals that provide a sense of direction and support student learning as well.

DISCUSSION QUESTIONS
  1. What is your school’s shared vision?
     
  2. What is your commitment to that vision?
     
  3. Which goals directly and clearly address student learning?
     
  4. Who developed the goals? What evidence is there of a shared understanding and commitment to the goals?

There is a potential for controversy when groups discuss issues such as visions and goals. The reason is that there is an inherent connection between visions and goals to an even more controversial topic, values. Taking a close look at “goals for achievable outcomes” may result in conflicts.

To help avoid controversy, use the following activity to develop a commonly held vision, shared outcomes, and agreement on community values.

ACTIVITY
  • Have the group read the article, “The Vision Thing,” found in the Appendices. In groups of five, complete the Mission and Purpose Application Exercise in “More on the Vision Thing,”also found in the Appendices. Bring the small groups together. Compare and discuss the products of each small group.
     
  • Reopen the discussion on the school’s goal statements for achievable outcomes. Consider whether they include measurable objectives that you can accomplish. If not, brainstorm ways to revise the goals. Work for consensus on revised goals (rules for consensus building are in the Appendices).
     
  • In small teams, develop a plan to further ensure that all goals are explicit, and decide on activities that all stakeholders can do to further the goals. Have the large group seek agreement on priorities. (See KEY 6 for information on curriculum and goals)
 

Welcome | Introduction | About the KEYS Action Guide
KEY 1 | KEY 2 | KEY 3 | KEY 4 | KEY 5 | KEY 6 | NEXT STEPS | APPENDIX

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