This microcredential focuses on supporting learners in setting and reaching positive goals. To be successful in school and life, students need a combination of cognitive skills and social and emotional learning skills, including the ability to set and reach positive personal goals.
To earn this microcredential you will submit two types of evidence from the list below demonstrating your support of learners in setting and reaching positive goals. You will also submit a short reflection.
You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.
Educators who hold this microcredential need to be proficient in the following areas:
Time Management Skills
Goal setting can engage the reluctant learner by providing a method to inspire and motivate the student to achieve at higher levels in order to reach goals that reflect the values and personality of the individual. Goal setting involves more than listing a set of dreams or personal wishes. Goal setting requires evaluation, reflection and a systematic approach.
SMART Goals: SMART Goals: are Specific, Measurable, Achievable, Relevant and Time Bound.
Time Management Skills: The process of planning and exercising conscious control of time spent on specific activities, especially to increase effectiveness, efficiency or productivity.
Visualization: involves envisioning each of the actions necessary to achieve the outcome or goal.
Personal Responsibility: The idea that human beings choose, instigate, or otherwise cause their own actions.
Positive Thinking: is a mental attitude in which you expect good and favorable results
Mrs. Delgado, a 9th grade Study Skills and Credit Recovery teacher, has been tasked with assisting 9th grade students in making up lost high school graduation credit and with helping her students set academic goals to encourage them to maintain passing grades and to keep them on the path towards high school graduation. Many of her students could be defined as "reluctant learners," and do not seem highly motivated to excel academically. Several of the students in the class are currently in danger of not graduating due to missing credit and a lack of motivation to earn passing grades.
Mrs. Delgado begins working with each individual student on identifying their dreams and hopes for the future. The students complete surveys that help to identify their interests, and discuss how these interests, beliefs and values can help them develop goals for the future. The students discuss the importance of time management and how it can help them achieve their goals for the future. In addition, they watch a TED Talk on personal responsibility. Students are assigned to identify two SMART goals and are required to keep a goal setting log that they must review each day while using visualization techniques and time management strategies as they work on achieving their goals.
Video: Submit a 5-8 minute video of your instruction on goal setting. This video should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning. Video submissions should follow all relevant LEA (district/charter) and FERPA guidelines.
Student Work: Submit at least three samples of learners' goals that are established by using the SMART rubric for goal-setting. These artifacts should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning.
Lesson Plan: Submit a lesson plan you have used in your practice that teachers learners how to establish SMART goals. This lesson plan should include assessment to ensure that learners mastered the content. This lesson plan should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning.
Unit Plan: Submit a unit plan you have used in your practice that includes the following components of goal-setting:
and creating SMART goals.
This unit plan should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning.
Student Performance Data: Submit pre-and post-instructional learner performance data demonstrating learner mastery on the concept of establishing SMART goals. This data should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning. Be sure to follow all relevant LEA (district/charter) and FERPA guidelines when submitting this data.
Survey Results: Submit survey results from learners on their perceptions of the efficacy of your instruction in goal-setting skills. This survey data should demonstrate your effective and consistent instruction of goal setting skills to support social-emotional learning.
Testimonial: Social-emotional learning is just as important for instructors as it is for learners. Submit a testimonial detailing your personal practices for setting and achieving goals. This evidence should demonstrate your effective and consistent use of goal setting skills in your own life.
Candidate's Choice: Submit another form of evidence demonstrating your effective and consistent instruction in goal-setting skills to support learners in reaching goals.
Candidates are required to make 2 evidence submission(s).
Evidence demonstrates that the teacher has a complete understanding of the process involved in establishing goals that are specific, measurable, achievable, relevant and time bound. Evidence demonstrates that the teacher understands and has internalized the underlying factors that are consistent with effective goal setting: time management, visualization, personal responsibility and positive thinking. Evidence demonstrates that the teacher incorporates content that supports the use of visualization, reflection, and time management strategies to support effective goal-setting activities and has established a method to assess that students have mastered the content.
Describe activities you used to highlight the ideas of personal responsibility, positive thinking, time management and visualization in goal-setting.
Describe the methods used to teach about the process of establishing SMART goals.
Describe the impact you feel this content on goal-setting may have on your students. Describe the types of information covered and how this information can be beneficial to your students now and in the future.
Reflection provides evidence that the teacher incorporated the important aspects of effective goal-setting by covering how to establish SMART goals and how to measure if students mastered the content.Reflection provides evidence that the teacher understands underlying concepts related to effective goal-setting: visualization, time management, personal responsibility, and positive thinking, and included activities to support this content. Reflection provides evidence that the teacher covered content related activities to support effective goal-setting to include visualization, time management, personal responsibility, positive thinking, and how to assess that students mastered the content.
Brian Tracy's 12 Step Method to Setting Goals https://www.youtube.com/watch?v=cqJJ98cTLzc Webinar describing a 12 step method of goal-setting used throughout the world, including China, India and Europe to help individuals become more successful and fulfilled throughout life.
Goals: How to Get Everything You Want--Faster Than You Ever Thought Possible. Tracy, Brian. (2010). Oakland, CA: Berrett-Koehler Publishers, Inc. Find it on Amazon.com This book provides a detailed, systematic approach to successful goal-setting by helping the reader understand the importance of identifying values, beliefs, and their connection to future aspirations. It also describes how reviewing goals daily and visualizing goals are important and how persistence and resiliency play a critical part in achieving one's goals.
How to Motivate Reluctant Learners. Jackson, Robyn R. (2011). Alexandria, VA: ASCD. Find it on Amazon.com This book includes a teacher self-assessment on beliefs about motivation as well as specific classroom strategies on how to help motivate the reluctant learner while also addressing the reasons why some students are resistant to learning.
Jump-Starting Boys: Help Your Reluctant Learner Find Success in School and Life. Withers, P., & Gill, C. (2013). Berkeley, CA: Viva Editions. Find it on Amazon.com The authors provide some important information on theories related to why some boys underachieve as well as some factors that if implemented, could reverse the path of underachievement. These strategies relate directly to the importance of helping adolescent boys identify their interests and the connection between goal setting and a successful transition to adulthood.
Locke, E. A., Latham, & P, G. (2006). New Directions in Goal-Setting Theory. Current Directions in Psychological Science, 265-268. http://cmaleadershipconsultants.com/wp-content/uploads/2015/02/New-directions-in-goal-setting.pdf Goal-setting theory is summarized regarding the effectiveness of specific, difficult goals; the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks, countries, time spans, experimental designs, and goal sources.
Setting Goals that Matter. Kris, Samantha. TED Talk. July 6, 2018 https://www.youtube.com/watch?v=lkqOZgVLC88 Samantha Kris, an international success coach, author, and speaker, presents a plan on how to develop personal goals to help people reach their full potential.
The Growth Mindset Online Course http://www.Khanacademy.org This course provides content curriculum for elementary, middle level, and high school students through activities based on the work of Carol Dweck. These activities are designed to encourage students to reach learning goals by building resiliency skills, understanding the importance of making mist
The Self Motivation Handbook: Do What Needs to be Done, Even When You Don't Feel Like Doing It. Cathcart, Jim. (2016). Melbourne, FL: Motivational Press, Inc. Find it on Amazon.com The importance of resiliency and personal responsibility are highlighted throughout this book as two key components of goal-setting and realizing personal potential.
What Do You Really Want? How to Set a Goal and Go for It! Bachel, Beverly K. (2001). Minneapolis, MN: Free Spirit Publishing Inc. Find it on Amazon.com A well-written book especially designed for adolescents that provides a roadmap to goal setting by presenting a systematic approach in identifying personal goals and how to achieve them. The book also includes valuable activities and reproducible pages that can be used in the classroom.