Connecting and Communicating Your Ideas
by Saria Nixon
Introduction
The implementation of my unique Innovation Proposal, Goal Setters app at Aldine Middle School represents a transformative shift in how we empower students to take ownership of their academic and personal growth. However, meaningful change in instructional practice requires more than a one-time training—it demands sustained, intentional support. Given the complexity of integrating digital goal-setting tools into daily routines, and the need to build teacher confidence and capacity over time, a two-year professional learning plan is both strategic and necessary.
This extended timeline allows educators to move through the full cycle of learning: from initial exploration and modeling, to classroom implementation, reflection, and refinement. It also ensures that teachers receive ongoing coaching, collaborate in professional learning communities (PLCs), and have time to adapt the tool to their unique content areas and student needs. As emphasized by Darling-Hammond, Hyler, and Gardner (2017), effective professional development must be sustained, collaborative, and directly connected to teachers’ work with students. By pacing the learning and support over two years, we create the conditions for lasting impact—where goal-setting becomes a natural, embedded part of the school culture and student success.
PL Development Overview
Here's how the 5 key principles of effective PD fit into this plan
1. Duration Must Be Significant and Ongoing
How it's addressed:
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The plan spans two years, allowing time for foundational learning, implementation, reflection, and refinement.
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Includes monthly PLCs, coaching cycles, and yearly reflection and expansion planning.
2. Support During Implementation
How it's addressed:
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Teachers receive coaching visits, peer observations, and PLC collaboration.
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A coaching schedule and shared digital folder support ongoing troubleshooting and resource sharing.
3. Active, Varied Learning Approaches
How it's addressed:
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Teachers engage in live demos, hands-on app exploration, role-playing, and collaborative planning.
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Use of exit tickets, goal-setting templates, and interactive materials ensures active participation.
4. Modeling of New Practices
How it's addressed:
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Facilitators model classroom goal-setting sessions.
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Teachers role-play and develop scripts for student-facing implementation.
5. Discipline- or Grade-Level Specific Content
How it's addressed:
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Teachers collaborate in grade-level or content-area teams to align goal-setting with curriculum.
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Planning is tailored to specific classroom contexts.
Collaboration
✅ How Collaboration Will Be Fostered
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Professional Learning Communities (PLCs):
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Teachers will engage in monthly PLCs to reflect on implementation, share successes, and troubleshoot challenges.
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PLCs will be organized by grade level or content area to ensure relevance and peer support.
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Coaching Cycles:
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Teachers will receive ongoing coaching through scheduled visits and peer observations.
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Coaches will provide individualized feedback and help teachers refine their use of the Goal Setters app.
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Collaborative Planning Sessions:
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During the December planning phase, teachers will work in teams to design routines and align goal-setting with curriculum.
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Shared planning templates and digital folders will support this collaboration.
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Shared Resources and Exemplars:
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A shared digital folder will house lesson plans, student exemplars, and troubleshooting guides.
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Teachers will contribute to and draw from this repository throughout the two years.
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Teacher-Led PD and Showcases:
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In Year 2, teachers will lead PD sessions and showcase their work, promoting peer learning and leadership.
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👥 Who Will Lead What Components
🎯 Audience
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Aldine Middle School Teachers
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Responsible for implementing the Goal Setters app in their classrooms.
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Instructional Coaches & PLC Facilitators
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Provide modeling, coaching, and support throughout the two-year plan.
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Facilitate collaboration and reflection.
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Campus Leadership (e.g., Principal, Assistant Principals)
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Oversee implementation and ensure alignment with school goals.
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Support teacher participation and resource allocation.
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Students
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Indirect audience; benefit from improved goal-setting, reflection, and academic ownership.
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Parents & Families
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Partners in reinforcing student accountability and motivation at home.
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🧩 Audience Needs
BHAG (Big Hairy Audacious Goal)
6 teachers at Aldine Middle School will confidently integrate the Goal Setters app into their instructional routines, enabling students to set, track, and reflect on meaningful academic and personal goals weekly. This will lead to increased student ownership, motivation, and academic achievement across all grade levels and content areas.
3-Column Table: Instructional Design for Aldine Middle School Teachers
Schedule and Time Line
Year 1: Foundation and Initial Implementation
Launch & Purpose (August)
Objective: Set the tone and connect the initiative to Aldine’s vision for student growth.
Activities:
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Icebreaker: “What’s one goal you’ve achieved that made you proud?”
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Overview of BHAG and session objectives
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Connection to student ownership and motivation
Why Goal Setters? (September)
Objective: Understand the 'why' behind the innovation.
Activities:
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Presentation: The problem we’re solving (lack of structured goalsetting)
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Research highlights (Darling-Hammond et al., 2017; Desimone, 2009)
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Link to TEKS and Aldine’s instructional priorities
Exploring the Goal Setters App (October)
Objective: Familiarize teachers with the platform.
Activities:
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Live demo of Goal Setters
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Key features: SMART goals, progress tracking, reminders, reflections
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Hands-on exploration: Teachers log in and set a personal goal
Modeling & Practice (November)
Objective: Practice how to introduce and model goal-setting for students.
Activities:
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Facilitator models a classroom goal-setting session
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Teachers role-play in pairs (teacher/student)
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Share-out: What felt natural? What might need support?
Collaborative Planning (December)
Objective: Design classroom-ready routines and supports.
Activities:
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Grade-level or content-area breakout groups
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Use planning templates to align goals with curriculum
Draft weekly routines and student reflection plans Implementation & Coaching Cycles (January–May)
Objective: Begin classroom integration with ongoing support.
Activities:
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Monthly PLCs to reflect on progress
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Coaching visits and peer observations
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Troubleshooting and sharing best practices
Year 2: Deepening Practice and Scaling Up
Reflection & Expansion Planning (August)
Objective: Reflect on Year 1 and plan for broader implementation.
Activities:
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Showcase teacher exemplars
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Analyze student goal-setting data
Plan for school-wide integration Advanced Integration (September–December)
Objective: Deepen use of Goal Setters with advanced strategies.
Activities:
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Student-led goal conferences
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Cross-curricular goal alignment
Digital citizenship and TEKS-aligned goal tracking Sustainability & Leadership (January–May)
Objective: Build teacher leadership and sustain the initiative.
Activities:
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Teacher-led PD sessions
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Update digital resources and exemplars
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Final showcase and reflection
Facilitator Guide
Welcome to the Goal Setters App facilitator guide!
This digital tool is designed to help middle school students set and achieve their goals effectively. Use the talking points provided to engage students, and keep an eye on the timing to ensure a smooth session. Facilitation tips include encouraging participation and sharing personal experiences to make the goal-setting process and inspiring.
FAQ Sheet
1. **What is the Goal Setters App?**
The Goal Setters App is a user-friendly tool that helps students, plan, and track their personal and academic goals.
2. **How do I implement the app in my classroom?**
Introduce the app during Advisory period, guiding students through its features and encouraging them to set their own goals.
3. **Can parents access the app?**
Yes, parents can view their child’s goals and progress to support them throughout their journey. Feel free to reach out for any further assistance!
🧰 Instructional & Presentation Materials
• Slide Deck: Visually engaging slides covering session objectives, research, app features, and strategies.
• Facilitator Guide: Printed or digital guide with talking points, timing, and facilitation tips.
• BHAG & 3-Column Table Handout: For teacher reference during and after sessions.
• FAQ Sheet: Answers to common questions about the Goal Setters app and implementation.
💻 Technology & Tools
• Devices for Teachers: Laptops or tablets with internet access.
• Projector & Screen: For live demos and presentations.
• Wi-Fi Access: Reliable internet connection for all participants.
• Goal Setters App Access: Demo logins or full access for exploration and classroom use.
📝 Interactive & Planning Materials
• Planning Templates: For weekly goal-setting routines and student reflection plans.
• Role-Play Scripts: For modeling goal-setting conversations.
• Exit Tickets: Printed or digital forms for teacher reflection and next steps.
• Student Goal Portfolio Templates: Digital or printable formats for student use.
• Parent Communication Templates: Newsletters, emails, or talking points to engage families.
🤝 Collaboration & Support Tools
• PLC Sign-Up Sheet: For teachers to join ongoing support groups.
• Coaching Schedule: Calendar or sign-up form for follow-up coaching sessions.
• Shared Digital Folder: For lesson plans, student exemplars, and troubleshooting.
🍎 Optional Enhancements
• Refreshments: For in-person sessions to build community.
• Incentives or Recognition: Certificates, badges, or shout-outs for teacher milestones.
• Projector and Wi-Fi
Conclusion: Sustaining Growth Through Purposeful Professional Learning
As we embark on this two-year journey to integrate the Goal Setters app into our instructional practices, we are not merely adopting a new tool—we are cultivating a culture of student agency, reflection, and achievement. This work is deeply personal because it speaks to our shared commitment to helping every student at Aldine Middle School realize their potential. Research consistently shows that professional learning must be sustained, collaborative, and embedded in daily practice to truly impact student outcomes. Joyce and Showers (2002) emphasized that when professional development includes modeling, practice, and coaching, it leads to significant improvements in both teaching and learning. Similarly, Kraft, Blazar, and Hogan (2018) found that teacher coaching has a substantial positive effect on instructional quality and student achievement. This alternate professional learning plan is designed to honor those findings. By extending our timeline across two years, we are giving ourselves the space to grow, reflect, and refine. We are building a foundation not just for implementation, but for transformation. Together, we will empower our students to set meaningful goals, track their progress, and take ownership of their learning—skills that will serve them far beyond the classroom. Let this be more than a program. Let it be a movement—one that begins with us and grows with every student we inspire.
Resources
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning
Policy Institute. https://learningpolicyinstitute.org/product/teach
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations
and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective?
Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
https://doi.org/10.3102/00028312038004915
Texas Education Agency. (2022). Texas Essential Knowledge and Skills for Technology Applications, Chapter 126.
https://tea.texas.gov/academics/subject-areas/technology- application