Course Title

Empowering Goal-Setting: A 5-Week Course for Educators and Parents of 6th Grade Students 

 

​​​​​Subject, Level, and Audience

• Subject: SMART Goal-Setting Strategies 

• Level: Middle School (Grade 6) 

• Audience: Educators and Parents 

 

Design Approach

• Design Model: Outcome-Based Education (OBE) 

• Instructional Format: Blended (face-to-face and online) 

• Learning Control: Shared (student-centered with guided facilitation) 

• Teaching Roles: Presenter, Facilitator, Coach, Mentor 

 

Professional Development & Quality Standards

• ISTE Standards for Educators (International Society for Technology in Education, 2017) 

• Learning Forward Standards for Professional Learning (Learning Forward, 2015) 

• Texas Teacher Evaluation and Support System (T-TESS) (Texas Education Agency, 2015) 

• Quality Matters Rubric (Quality Matters, n.d.) 

• National Standards for Quality Online Learning (NSQOL, 2019) 

 

Knowledge Management

Tony Bates (2019) emphasizes that knowledge management is essential in a digital age. Educators and parents must be able to filter, organize, and apply information effectively. This course supports knowledge management through: 

• Goal Setters digital app 

• Weekly reflection journals 

• Collaborative discussion forums 

 

Learning Theory Reflection

This course integrates constructivism, connectivism, and experiential learning. As an instructor, I act as a facilitator and mentor, guiding learners through active engagement and reflection. The course design encourages deeper learning through authentic tasks and peer collaboration (Fink, 2013). 

 

Outcome map

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Implementation Outline 

 

 

 

                                                                     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Weekly 3 part Objectives

Week 1: Introduction to SMART Goals 

• Knowledge: Participants will know the definition and components of SMART goals. 

• Understanding: Participants will understand why goal-setting is essential for middle school students. 

• Be Able To: Participants will be able to explain SMART goals and their relevance to student success. 

Week 2: Modeling SMART Goals 

• Knowledge: Participants will know how to construct and present SMART goals to students. 

• Understanding: Participants will understand the importance of modeling goal-setting behavior. 

• Be Able To: Participants will be able to model SMART goals effectively for 6th-grade students. 

Week 3: Guiding Students in Goal-Setting 

• Knowledge: Participants will know strategies to help students create and revise SMART goals. 

• Understanding: Participants will understand how to facilitate student reflection and goal refinement. 

• Be Able To: Participants will be able to guide students through the goal-setting process. 

Week 4: Digital Tools for Goal-Setting 

• Knowledge: Participants will know which digital tools support student goal-setting. 

• Understanding: Participants will understand how technology enhances goal-setting. 

• Be Able To: Participants will be able to integrate digital tools into goal-setting activities. 

Week 5: Creating a Goal-Setting Culture 

• Knowledge: Participants will know how to design routines that promote goal-setting. 

• Understanding: Participants will understand the role of culture in sustaining goal-setting. 

• Be Able To: Participants will be able to create a supportive classroom/home environment for goal-setting. 

 

Balancing Assessment Of, For, and As Learning creates a holistic evaluation strategy that supports both instructional goals and learner growth. Here is how each type can be integrated and balanced in the SMART Goals course: 

 

Assessment Of Learning 

This is summative and evaluates what participants have learned at the end of an instructional unit. 

• Examples: Final presentations, SMART goal guides, digital goal boards  

• Purpose: Certify achievement and measure mastery  

• Balance Tip: Use rubrics aligned with learning outcomes to ensure fairness and transparency 

 

Assessment For Learning 

This is formative and used to guide instruction and provide feedback during the learning process. 

• Examples: Peer feedback on modeled SMART goals, quizzes, discussion forum responses  

• Purpose: Inform teaching and help learners improve  

• Balance Tip: Provide timely, actionable feedback and allow revisions 

 

Assessment As Learning 

This focuses on metacognition, where learners reflect on their own learning and set goals for improvement. 

• Examples: Weekly reflection journals, self-assessment checklists, personal SMART goals  

• Purpose: Develop self-awareness and ownership of learning  

• Balance Tip: Encourage regular reflection and goal-setting to deepen engagement 

 

How to Balance All Three 

1. Design with Intent: Align each assessment type with specific learning outcomes and activities. 

2. Use a Variety of Tools: Combine digital platforms (e.g., Padlet, Schoology quizzes, journals) to support different assessment types. 

3. Embed Reflection: Make reflection a regular part of the course to reinforce Assessment As Learning. 

4. Feedback Loops: Create opportunities for peer and instructor feedback to support Assessment For Learning. 

5. Summative Anchors: Use final projects or presentations to validate learning through Assessment Of Learning. 

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Highlights and Hurdles as pointed out by my classmates and how I plan to address them

How do you plan to deal with uncooperative parents? How might you ensure accessibility for parents or educators who have limited digital proficiency or device access?

 

Dealing with Uncooperative Parents

1. Build Relationships Early: Establish trust through positive communication before concerns arise—send welcome letters, share student successes, and invite input.

2. Stay Solution-Focused: When conflicts occur, focus on shared goals for the student’s success rather than placing blame.

3. Use Multiple Communication Channels: Offer phone calls, texts, or printed updates if parents are unresponsive to emails or digital platforms.

4. Involve Support Staff: Collaborate with counselors, administrators, or parent liaisons to mediate and support engagement.

5. Document Interactions: Keep records of communication attempts and responses to ensure transparency and accountability.

 

Ensuring Accessibility for Parents/Educators with Limited Digital Proficiency or Device Access

1. Offer Paper-Based Alternatives: Provide printed goal-setting templates, progress trackers, and newsletters.

2. Use Simple, Mobile-Friendly Tools: Choose platforms that work well on smartphones and require minimal tech skills (e.g., ClassDojo, Remind).

3. Provide Training and Support: Host short workshops or send video tutorials to help parents and educators navigate digital tools.

4. Leverage Community Resources: Partner with libraries or community centers to offer device access and tech support.

5. Be Flexible and Inclusive: Allow for phone check-ins, in-person meetings, or home visits when needed.

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Will your course differentiate between parents and educators?

How to Differentiate

• Communication:

  • Parents: Use newsletters, text updates, and family-friendly language.

  • Educators: Provide professional development, instructional guides, and data dashboards.

• Access & Support:

  • Parents: Offer mobile-friendly tools and printed resources.

  • Educators: Ensure access to digital platforms, student data, and collaborative planning tools.

• Engagement:

  • Parents: Invite them to goal-setting celebrations or progress check-ins.

  • Educators: Include them in PLCs or coaching sessions focused on student motivation.

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 References

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Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning.

 

     https://opentextbc\.ca/teachinginadigitalage/ 

 

Creately. (2021). Top 7 instructional design models to help you create effective learning material.

 

     https://creately\.com/blog/diagrams/instructional\-design\-models\-process/ 

 

Dabbagh, N. (2002). Basic principles. Instructional Design Knowledge Base.

 

     http://cehdclass\.gmu\.edu/ndabbagh/Resources/IDKB/models\_theories\.htm 

 

Harapnuik, D. (2021). Assessment Of/For/As learning. https://www\.harapnuik\.org/?page\_id=8900 

 

Learning Forward. (2015). Standards for professional learning.

 

     https://learningforward\.org/standards/learning\-designs\#\.VzHxq2MWVlI 

 

National Forum for the Enhancement of Teaching and Learning in Higher Education. (2017, March).

      

     Assessment OF/FOR/AS Learning. https://www\.teachingandlearning\.ie/our\-priorities/student\-

 

     success/assessment\-of\-for\-as\-learning/ 

 

National Standards for Quality Online Learning. (2019). Quality online courses.   

 

      https://www\.nsqol\.org/the\-standards/quality\-online\-courses/ 

 

Quality Matters. (n.d.). Quality assurance begins with a set of standards.

 

     https://www\.qualitymatters\.org/qa\-resources/rubric\-standards 

 

Western University. (n.d.). Backward course design.

 

     https://teaching\.uwo\.ca/curriculum/coursedesign/backward\-design\.html