Riverside Learning - What's the Difference Between a SMART, SMARTE and SMARTER Goal Anyway?

What's the Difference Between a SMART, SMARTE and SMARTER Goal Anyway?

Train-the-Trainer Workshop for School and System Leaders

Building Capacity for High-Quality Student Learning and Professional Practice Goals

This two-hour session is designed to prepare principals and district leaders to facilitate a 60-minute training for educators in their own schools or districts. The workshop emphasizes calibration, clarity, and practical application of SMARTER goal writing aligned to Massachusetts educator evaluation expectations.

Workshop Outcomes

By the end of the session, participants will be able to:

Explain the purpose of SMARTER goals within the Massachusetts Educator Evaluation framework
Differentiate between Student Learning Goals and Professional Practice Goals
Identify the characteristics of strong SMARTER goals
Facilitate collaborative goal-writing conversations with staff
Use protocols and exemplars to support teacher calibration
Deliver a 60-minute turnkey workshop to educators

Dates: July 8, 2026

Time: 9:00am - 11:00am

Location: Virtual via ZOOM

PDPs: 2 Professional Development Points

Facilitator: Zachary Waddicor

Cost: $149

MA Administrator Rubric Alignment

Standard I: Instructional Leadership

Indicator I-A: Curriculum

Leaders learn to support educators in developing Student Learning Goals that are aligned to curriculum expectations and student outcomes.

Indicator I-B: Instruction

Participants develop skills to coach educators in writing goals that improve instructional practice and student achievement.

Indicator I-C: Assessment

Emphasizes the use of evidence, data, measurable outcomes, and progress monitoring when developing SMARTER goals.

Indicator I-D: Evaluation

Directly supports administrators' responsibilities related to educator evaluation by strengthening goal-setting practices and feedback processes.

Standard II: Management and Operations

Indicator II-A: Environment

Supports the creation of systems and structures that promote continuous improvement and accountability.

Indicator II-B: Human Resources Management and Development

Provides administrators with practical tools for developing educator capacity through coaching and goal-setting conversations.

Indicator II-C: Scheduling and Management Information Systems

Offers ready-to-use workshop materials, protocols, and resources that streamline evaluation and professional growth processes.

Standard IV: Professional Culture

Indicator IV-A: Commitment to High Standards

Reinforces a culture of high expectations through rigorous, measurable educator goals.

Indicator IV-B: Cultural Proficiency

Encourages leaders to support equitable and student-centered goal development.

Indicator IV-C: Communications

Builds leaders' ability to facilitate meaningful professional conversations around growth and performance.

Indicator IV-D: Continuous Learning

Promotes reflective practice and ongoing professional growth for both educators and evaluators.

Indicator IV-E: Shared Vision

Helps leaders align individual educator goals with school improvement priorities and district strategic objectives.

Sample SMARTER Professional Practice Goals

SMARTER Professional Practice Goal: Improving Educator Goal Quality

By October 31, 2026, I will strengthen the quality of educator goal setting by providing professional learning, resources, and individualized coaching on the development of SMARTER Student Learning and Professional Practice Goals. Through collaborative goal-review sessions, feedback cycles, and ongoing support, I will ensure that educators develop meaningful, measurable goals aligned to student needs, professional growth priorities, and school improvement objectives. Success will be evidenced by the quality of submitted goals, educator feedback, and the consistent implementation of SMARTER goal-setting practices across the school.

SMARTER Professional Practice Goal: Strengthening Evaluation and Feedback Practices

By June 2027, I will enhance my effectiveness as an instructional leader by improving the quality, consistency, and impact of feedback provided to educators throughout the evaluation cycle. I will utilize SMARTER goal principles to guide coaching conversations, support educator reflection, and monitor progress toward professional growth objectives. Success will be measured through educator feedback, observation documentation, evidence of goal attainment, and increased educator engagement in the evaluation process.

SMARTER Professional Practice Goal: Building a Culture of Continuous Improvement

By June 2027, I will establish and sustain a culture of continuous improvement by implementing a structured process for goal development, progress monitoring, and reflection among staff members. Through regular check-ins, collaborative discussions, and data-informed decision making, I will support educators in using SMARTER goals as a tool for improving instructional practice and student outcomes. Success will be demonstrated through increased staff ownership of professional growth, improved goal quality, and evidence of progress toward individual and schoolwide priorities.

SMARTER Professional Practice Goal: Developing Evaluator Capacity

By December 2026, I will increase the capacity of evaluators, department heads, and instructional leaders to support effective educator growth by providing training, calibration opportunities, and coaching focused on SMARTER goal development and evaluation practices. Through these efforts, I will promote consistency, clarity, and shared expectations regarding high-quality goal setting and educator evaluation. Success will be evidenced through goal-quality audits, evaluator calibration activities, and increased confidence among evaluators in supporting educator growth.

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