Facilitator Script: Goal-Getter Academy – SMART Goal Setting

Slide 1: Shoot for the Stars: SMART Goal Setting

Time: 2 minutes
Facilitator says:
“Good morning, everyone! Welcome to Goal-Getter Academy: SMART Goal Setting. I’m thrilled to have such a dedicated group of teachers, principals, and school leaders here today. In the next hour, we’ll explore proven strategies to craft clear, measurable goals—for ourselves and for our students—that drive motivation and achievement.

Before we begin, check that you have the session materials ready, including your notebook and pen.

Are we ready to shoot for the stars? Fantastic—let’s dive in!”

Slide 2: Session Objectives & Agenda

Time: 2 minutes
Facilitator says:
“On this slide, you’ll see our three goals for today:

• Define the SMART goal framework
• Experience engaging multimedia and collaborative activities
• Draft and refine personal and student SMART goals

Our agenda will guide us through eight activities, from a warm-up reflection to a long-term project launch. Take a quick look, and let me know if you have any questions about the flow.”

Pause for any questions (30 seconds).
“Great—let’s begin with a quick warm-up.”

Slide 3: Why Set Goals?

Time: 3 minutes
Facilitator says:
“Why do we set goals? Research shows that clear, well-defined goals:

• Provide clarity and direction
• Increase motivation and engagement
• Foster accountability and progress tracking
• Support continuous improvement

Prompt: Think of one time when a clear goal helped you succeed. Turn to your neighbor, share your example in 30 seconds each, and then we’ll gather a couple of responses.”

Time check (1 minute): “Wrap up your share.”

Whole-group debrief (1 minute): “Would anyone like to share what they discussed? [Select 1–2 volunteers] Thank you—that’s the power of purpose!”

Slide 4: What Are SMART Goals?

Time: 3 minutes
Facilitator says:
“SMART is an acronym that turns vague aspirations into actionable plans:

• Specific: What exactly will you achieve?
• Measurable: How will you track progress?
• Achievable: Is it realistic with your resources?
• Relevant: Why does it matter now?
• Time-bound: What’s the deadline?

Question: Which of these elements do you find hardest to include in a goal? [Pause—call on 1–2 participants] Interesting—keep that in mind as we move forward.”

Slide 5: SMART Criteria Explained

Time: 4 minutes
Facilitator says:
“Let’s break down each SMART component with quick examples. I’ll name one and call on someone to offer a sample:

1. Specific—What exactly do you want?
2. Measurable—How will you know it’s happening?
3. Achievable—Is it within reach?
4. Relevant—Why now, and to whom?
5. Time-bound—When will it be done?

Turn & Talk (2 minutes): Pair up and choose one SMART letter. Draft a one-sentence example in your context.

Time check: “One minute left.”

Share-out (1 minute): “Who wants to share their Specific or Time-bound example?”

Slide 6: Warm-Up Exercise

Time: 5 minutes
Facilitator says:
“Please pick up the Warm-Up Exercise handout.

1. Reflect on one goal you’ve achieved recently and jot it down.
2. Underneath, note the key factors that led to your success.

You have 2 minutes to reflect.”

Time check (2 minutes): “One minute left.”

“Now, turn to your neighbor and share your goal and success factors. You have 2 more minutes—30 seconds each.”

After sharing: “Would anyone like to tell the group one factor that stood out? [Select 1–2 responses] Great insights!”

Slide 7: Video Lesson on Goal Setting

Time: 8 minutes
Facilitator says:
“We’re now watching Modules 1 and 2 of our Video Lesson Series. As you watch, jot down examples of personal vs. student goals and note any strategies that resonate with you. I’ll pause at two key spots.”

Play video.

• Pause at 2:00: “Notice how ‘improve engagement’ becomes ‘increase daily participation by 20% in four weeks.’”
• Pause at 6:15: “See how progress is tracked through quick quizzes and self-reflections.”

After video ends: “Put a star next to the most impactful idea on your notes.”

Slide 8: Guided Discussion

Time: 8 minutes
Facilitator says:
“Form groups of 3–4. Each group has a Discussion Guide. Discuss these questions:

• What surprised you most from the video?
• How can you apply SMART goals in your setting?
• Identify one key takeaway to share back.

You have 6 minutes—go!”

Time check (6 minutes): “Two minutes left—wrap up your discussion.”

“Let’s hear one insight per group. Group 1, please share.”

Slide 9: SMART Goals Activity

Time: 8 minutes
Facilitator says:
“Great insights! Next, take the Goal Setting Activity handout. Draft:

1. One personal SMART goal
2. One student-focused SMART goal

I’ll circulate to provide feedback. Start now—6 minutes on the clock.”

Time check (6 minutes): “Two minutes remaining.”

After time ends: “Let’s hear one personal goal and one student goal. Thank you for sharing!”

Slide 10: SMART Goals Game

Time: 5 minutes
Facilitator says:
“Time for a quick game! In your teams, you’ll receive vague goal statements. Convert each into a SMART goal. You have 2 minutes—ready, set, go!”

After 2 minutes: “Time’s up—Team A, share your before/after example and a challenge you faced.”

Debrief: “What made the transformation easier or harder?”

Slide 11: Worksheet Practice

Time: 5 minutes
Facilitator says:
“Now, complete the SMART Goals Worksheet on your own. Then pair up and exchange worksheets. Give each other one piece of constructive feedback.”

Time check (3 minutes): “One minute left.”

Debrief: “What’s one helpful suggestion you received?”

Slide 12: Assessment: Quiz & Test

Time: 10 minutes
Facilitator says:
“Let’s assess our learning. First, take the Goals Quiz. You have 5 minutes—begin now.”

Time check (5 minutes): “Please switch to the Goals Test for the next 5 minutes.”

After 10 minutes total: “Use the Quiz & Test Answer Key to self-grade. Discuss any misconceptions with your partner.”

Slide 13: Project Launch & Cool-Down

Time: 6 minutes
Facilitator says:
“Our final activity is the long-term Goal Setting Project. Review the success criteria in the Project Rubric.

For our cool-down reflection, complete the Cool-Down Reflection by answering: ‘What’s one actionable step you will take this week?’ You have 2 minutes.”

Time check (2 minutes): “One minute left.”

Share-out (2 minutes): “Who will share their step? [Invite volunteers] Wonderful—thank you!”

Slide 14: Thank You & Next Steps

Time: 2 minutes
Facilitator says:
“Thank you all for your active participation today. Your next steps are:

1. Implement one SMART goal this week.
2. Share your progress on our collaboration site.
3. Access all materials, including this script, on our shared drive.

If you need support or have questions, don’t hesitate to reach out. Keep shooting for the stars—your clear goals will light the way!”

End of Session

Goal Setting Reading

The Science Behind Goals

Goals aren’t just wishful thinking—they’re powerful drivers of achievement. Edwin A. Locke and Gary P. Latham’s decades of research show that specific, challenging goals lead to higher performance than vague or easy ones. When you set clear targets, your brain focuses attention, enlists motivation, and tracks progress more effectively.

What Makes SMART Goals Work?

The SMART framework turns broad aspirations into actionable plans:

• Specific: Define exactly what you want to accomplish.
• Measurable: Choose quantifiable metrics to monitor progress.
• Achievable: Ensure it’s realistic given your time and resources.
• Relevant: Align it with your priorities and those of your students.
• Time-bound: Set a clear deadline to foster accountability.

Instead of “improve student participation,” a SMART goal reads: “Increase the number of students volunteering answers from 3 to 8 per class by the end of the semester.”

Key Benefits of SMART Goals

1. Clarity & Focus: Sharp targets guide daily actions.
2. Motivation Boost: Milestones keep teachers and students engaged.
3. Better Accountability: Measurable indicators reveal when adjustments are needed.
4. Enhanced Collaboration: Shared goals unite teams around a common purpose.

Putting SMART Goals into Practice

1. Reflect: Identify an area for growth—personal or classroom-focused.
2. Draft: Apply each SMART criterion to sharpen your goal.
3. Plan Checks: Decide how and when you’ll review progress (weekly data meetings, self-reflections).
4. Adjust: If you fall behind, revisit the goal’s achievability, relevance, or timeline.
5. Celebrate: Recognize milestones to build momentum and confidence.

As you model SMART goal setting, you empower students to adopt the same structured approach. With clear objectives and ongoing tracking, your classroom can become a hub of continuous improvement and shared success.

Refer back to this reading during our workshop to guide your goal-drafting activities!

Warm-Up Exercise

1. Reflect: Think of one goal you’ve achieved recently. Write it down below and describe what made it successful.

My recent goal:

What made it successful?

1. Discuss: Turn to a partner and share your goal and success factors.

Partner’s goal:

Partner’s success factors:

Discussion Guide: Connecting Video Insights to Practice

Time: 8 minutes
Group Size: 3–4 participants

Purpose

Help participants deepen their understanding of SMART goals by reflecting on the video content and exploring how to adapt strategies to their own roles and school contexts.

Instructions

1. Form groups of 3–4.
2. Appoint one note-taker and one time-keeper per group.
3. Use the questions below to guide your conversation.
4. Decide on one key takeaway to share with the whole group at the end.

Discussion Questions

1. What surprised you most from the video?
   • Follow-up: Why was that point unexpected?
2. Personal vs. Student Goals:
   • Identify one example of a personal SMART goal and one student SMART goal from the video.
   • How do the two types of goals differ in terms of focus and measurement?
3. Application in Your Context:
   • Which SMART criterion (Specific, Measurable, Achievable, Relevant, Time-bound) feels easiest for you to implement? Which feels hardest?
   • What adjustments might you need to make to apply that criterion in your school or classroom setting?
4. Anticipating Barriers and Solutions:
   • Identify one potential obstacle you might face when implementing SMART goals (e.g., data collection, time constraints, stakeholder buy-in).
   • Brainstorm one practical strategy to overcome that barrier.

Share-Out

Each group selects one insight or action step to report back in 1 sentence.

Facilitator Tips

• Circulate to encourage participation from all group members.
• Prompt quieter participants by asking, “What do you think about this point?”
• Keep an eye on the time and give a 2-minute warning before wrapping up.
• Remind groups to link their ideas back to concepts from the Video Lesson Series or the Goal Setting Reading.

Goal Setting Activity: Drafting Your SMART Goals

Time: 8 minutes

Purpose

Use the SMART framework to create one clear, actionable personal goal and one student-focused goal.

Instructions

1. Work individually with your handout.
2. For each goal, complete the SMART components below.
3. Write your full SMART goal at the end of each section.
4. Be prepared to share one personal and one student goal with the group.

1. Personal SMART Goal

Specific: What exactly do you want to achieve?






Measurable: How will you know you’ve made progress?






Achievable: What resources or supports will you use?






Relevant: Why is this goal important for you right now?






Time-bound: What is your deadline?






My Personal SMART Goal:

2. Student-Focused SMART Goal

Specific: Which student behavior or outcome will you target?






Measurable: How will you track and measure it?






Achievable: What strategies or resources will support this goal?






Relevant: How does this align with your class or school priorities?






Time-bound: By when will students meet this target?






My Student SMART Goal:

Next Steps: Be ready to share your Personal SMART Goal and your Student SMART Goal with a partner for feedback. Then we’ll debrief as a full group.

SMART Goals Game: Turn Vague Statements into SMART Goals

Time: 5 minutes

Purpose

A fast-paced, collaborative challenge where teams practice applying each SMART criterion by converting vague goal statements into polished SMART goals.

Materials

• Handout or index cards with Vague Goal Statements (see examples below)
• Timer or stopwatch
• Pens or markers

Setup

1. Divide participants into 3–4 teams.
2. Distribute an equal set of Vague Goal Statement cards to each team (3–5 cards per team).
3. Provide each team with paper or chart sheets and markers.

Instructions

1. Start the Timer (2 minutes):
   • Teams work together to convert as many vague goals as possible into SMART goals.
   • Each converted goal earns 1 point; teams note the original and the revised SMART goal.
2. Freeze! (Time’s up):
   • Teams stop writing and prepare to share one of their best SMART conversions.
3. Share & Score (3 minutes):
   • Each team selects one before/after example to present.
   • The group votes on the clearest and most complete SMART goal.
   • Award a bonus point to the winning team.

Vague Goal Statement Examples

1. Improve student participation
2. Increase reading skills
3. Boost parent engagement
4. Enhance classroom behavior
5. Raise test scores

(Feel free to swap in context-specific statements relevant to your school.)

Debrief Questions

• Which SMART criterion was easiest to add? Which was hardest?
• What strategies helped you specify and measure progress?
• How might this process look when you set goals with students or colleagues?

Next Steps: Apply this rapid-conversion approach when drafting your Personal and Student SMART Goals in the next activities.

SMART Goals Worksheet

Time: 5 minutes
Instructions: Complete this worksheet on your own. Use the SMART criteria to revise vague goals and draft your own. Leave space blank for peer feedback after exchange.

Part 1: Revise Vague Goals

For each vague goal below, rewrite it as a SMART goal. Make it Specific, Measurable, Achievable, Relevant, and Time-bound.

1. Vague Goal: Improve student participation
   SMART Goal:

1. Vague Goal: Increase reading skills
   SMART Goal:

1. Vague Goal: Boost parent engagement
   SMART Goal:

Part 2: Draft Your Own SMART Goals

A. Personal SMART Goal

Specific – What exactly will you achieve?

Measurable – How will you track progress?

Achievable – What resources or supports will you use?

Relevant – Why is this important for you now?

Time-bound – What is your deadline?

My Personal SMART Goal:

B. Student SMART Goal

Specific – Which student outcome will you target?

Measurable – How will you measure success?

Achievable – What strategies/resources will support this?

Relevant – How does this align with your priorities?

Time-bound – By when will students meet this target?

My Student SMART Goal:

Next Steps: Pair up with a partner. Exchange worksheets and provide one suggestion for improvement on each goal. Then we’ll debrief as a full group.

Quiz & Test Answer Key

This answer key provides correct responses and detailed explanations for both the Goals Quiz (link) and the Goals Test (link). Use these notes to guide grading and to discuss common misconceptions.

Goals Quiz Answer Key

1. What does the “A” in SMART goals stand for?
   Correct Answer: Achievable
   Explanation: The “A” reminds goal‐setters to ensure their objective is realistic given available time, skills, and resources.
2. Which of the following statements is written as a SMART goal?
   Correct Answer: Increase student quiz average from 70% to 80% by the end of the semester.
   Explanation: This option is Specific (student quiz average), Measurable (70% to 80%), Achievable (10% increase), Relevant (assesses learning), and Time-bound (by the end of the semester).
3. Rewrite the vague goal “Increase reading skills” as a SMART goal.
   Sample Answer:

   “Increase the average reading fluency rate of 4th-grade students from 90 words per minute to 110 words per minute by June 1st by implementing three 20-minute guided-reading sessions each week.”
   Key Elements to Check:

   • Specific target (fluency rate, 90 → 110 wpm)
   • Measurable metric (words per minute)
   • Achievable resource (guided-reading sessions)
   • Relevant audience (4th-grade students)
   • Time-bound deadline (by June 1st)
4. Which SMART criterion focuses on how you will measure progress?
   Correct Answer: Measurable
   Explanation: This criterion requires quantifiable indicators (e.g., percentages, counts, frequency).
5. True or False: For a goal to be relevant, it must align with your broader priorities and the needs of your students.
   Correct Answer: True
   Explanation: A Relevant goal connects directly to larger objectives and stakeholder needs, ensuring meaningful effort.

Goals Test Answer Key

1. Match each SMART criterion to its definition.
   Correct Matches:
   1. D (Relevant: Aligned with broader priorities)
   2. B (Measurable: Uses quantifiable indicators to track progress)
   3. A (Specific: Clearly defined objective)
   4. C (Achievable: Realistic and attainable with available resources)
   5. E (Time-bound: Includes a clear deadline)
      Rationale: Walk through each letter, confirming that definitions and terms align exactly with SMART components.
2. Which SMART criterion is missing from this goal?
   Goal: “By the end of the semester, students will improve reading comprehension.”
   Correct Answer: Measurable
   Explanation: The statement sets a deadline (Time-bound) and an objective (Relevant), but lacks a specific metric (e.g., “from 60% to 75% comprehension”).
3. Rewrite the following vague goal as a SMART goal:

   “Enhance classroom engagement.”
   Sample Answer:
   “By May 15th, increase the percentage of students who contribute at least one question or comment during each class from 40% to 70% by implementing weekly think-pair-share activities.”
   Checklist: Specific behavior (questions/comments), Measurable change (40% → 70%), Achievable strategy (think-pair-share), Relevant context (classroom engagement), Time-bound deadline (by May 15th).

4. Which strategy best ensures a SMART goal remains achievable?
   Correct Answer: Assess needed resources and adjust the timeline accordingly.
   Explanation: Reflecting on resources (staff, time, materials) and modifying deadlines makes goals realistic rather than overly ambitious.
5. Explain two benefits of using SMART goals in an educational context.
   Sample Responses (any two of the following):
   • Clarity & Focus: Goals break broad aims into specific targets, guiding daily instruction and practice.
   • Motivation & Engagement: Clear milestones boost teacher and student buy-in by highlighting progress.
   • Accountability & Adjustment: Measurable indicators reveal when to celebrate or revisit strategies.
   • Collaboration & Alignment: Shared goals unify teams (teachers, administrators, families) around common outcomes.

Scoring Rubric for Open Responses:

• Full credit (2 points each) for two distinct, clearly explained benefits.
• Partial credit (1 point) for one well‐explained benefit or two superficial mentions.

Use this key to provide targeted feedback, clarify misconceptions, and reinforce the SMART framework during review. Good luck!

Goal Setting Project: SMART Goal Implementation

Overview

Over the next 6–8 weeks, you will design, implement, and evaluate a SMART goal in your classroom or team environment. This project emphasizes ongoing data collection, reflection, and peer collaboration to ensure continuous improvement and real‐world impact.

Objectives

• Apply the SMART framework to a meaningful professional or classroom goal.
• Develop and execute an action plan with clear milestones.
• Collect and analyze data to monitor progress.
• Collaborate with colleagues for feedback and support.
• Reflect on outcomes and determine next steps for scaling or adjusting your goal.

Timeline & Milestones

• Identify your focus area.
• Draft a Personal or Student SMART goal. | Submit your SMART goal statement via shared drive. |
  | 2 | Implementation Plan
• Define strategies, resources, and check‐in routines.
• Schedule data‐collection points. | Upload a one‐page plan (template provided). |
  | 4 | Data Collection & Check‐In
• Gather quantitative or qualitative data.
• Meet in peer triads for feedback. | Share a 5-minute progress summary with triad. |
  | 6 | Mid-Project Reflection
• Analyze interim results.
• Adjust strategies as needed. | Complete the Reflection Log and post to forum. |
  | 8 | Final Presentation
• Summarize goal outcomes, learnings, and next steps.
• Highlight impact on student learning or professional growth. | Present for 10 minutes to your cohort (slide deck or video). |

Collaboration & Support

• Peer Triads: Form groups of three for milestone check‐ins and brainstorming.
• Online Forum: Post reflections, questions, and data snapshots for wider feedback.
• Facilitator Office Hours: Drop in for coaching on data analysis or troubleshooting barriers.

Deliverables

1. SMART Goal Statement
2. Implementation Plan (including timeline and resources)
3. Data Summary & Progress Notes
4. Reflection Log (mid‐project and final)
5. Final Presentation (slides or video)

Evaluation

Your project will be assessed using the Project Rubric, which examines:

• Clarity and alignment of your SMART goal
• Quality of your action plan and data collection
• Depth of analysis in reflections
• Evidence of collaboration and responsiveness to feedback
• Impact and feasibility of next steps

Next Steps

• Review the Project Rubric to understand success criteria.
• Confirm your triad group and schedule your first check‐in.
• Begin drafting your SMART goal and upload by the end of Week 1.

Let’s put our SMART goals into action and drive real change in our classrooms and schools!

Project Rubric: SMART Goal Implementation

This rubric will guide the assessment of your Goal Setting Project (link). Each criterion is scored on a 4-point scale: Exemplary (4), Proficient (3), Developing (2), Beginning (1).

Cool-Down Reflection

Time: 2 minutes

Purpose: A quick exit ticket to consolidate your learning and plan next steps for applying SMART goals.

Reflection Questions

1. What is one actionable step you will take this week to move your SMART goal forward?

1. How will you hold yourself accountable or track your progress on this step?

Next Steps: Keep this reflection visible (e.g., on your desk or digital planner) and share your accountability plan with a colleague or peer triad.