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DULAY, SHERWIN V. ILT-Module-2-Output-2 Template

The document provides guidance on developing SMART goals for a literacy project initiative. It includes an example of a completed SMART goal focusing on advancing learners' reading level from word to sentence by the end of the second quarter using diverse reading materials and approaches that integrate social emotional learning and gender equity.

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SHERWIN DULAY
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553 views3 pages

DULAY, SHERWIN V. ILT-Module-2-Output-2 Template

The document provides guidance on developing SMART goals for a literacy project initiative. It includes an example of a completed SMART goal focusing on advancing learners' reading level from word to sentence by the end of the second quarter using diverse reading materials and approaches that integrate social emotional learning and gender equity.

Uploaded by

SHERWIN DULAY
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INSTRUCTIONAL LEADERSHIP TRAINING

Output 2: Developing SMART Goal

*For Individual Submission


Name: SHERWIN V. DULAY Region: 1 Division: La Union
Position: HEAD TEACHER III School: Sta. Rita Elementary School
Training group no.: Batch No. 12

*For Group Submission


Focal Person: Region: Division:
Position: Date:
Training group no.

1. Develop your SMART Goal for your project initiative.


2. Be reminded to be clear with the priority competency gap in literacy based on your needs
assessment and the project initiative to address that gap based on the project initiative menu first.
3. Fill out the table below with your shared vision you developed in modules 1 and 2 and your
proposed SMART goal.

SMART Goal: Formulate your SMART Goal in the space provided below.

Based on the Functional Literacy Assessment Tool (FLAT) result for the School Year 2023-
2024, 31 learners, or 65% of the 46 Grade I learners were identified as being at the word level. By
the end of the Second Quarter of SY 2024-2025, all 31 learners are expected to advance to the
sentence level using a diverse selection of contextualized reading materials carefully curated by
teachers and applying reading approaches such as Language Experience Approach (LEA), Marungko
Approach, and Fuller Approach as part of the school’s reading program, Project BALIKATAN
(Bridging Accessible Learning Initiatives, Key Stage 1 Achievement, and Nurturing). This process
integrates Social Emotional Learning (SEL) and Gender Equity and Social Inclusion (GESLI) with the
collaborative expertise of reading teachers and key stakeholders.
Count how many components were you able to apply_______/5
SMART GOALS CHECKLIST

GUIDELINES CHECK WHICH


AMONG THE
GOALS As a participant, read these descriptors so you are guided in
COMPONENTS
WERE YOU
ABLE TO APPLY
developing and formulating your SMART Goal.

SPECIFIC The goal has observable behavioral terms. ☐

MEASURABLE The goals can be translated into the assessment. ☐

The goal can be realistically attained given the conditions (SEL, GESI,
ATTAINABLE capacity to care, well-being, growth minded, sense of belongingness, ☐
and collaborative problem-solving).
RESULTS- The goal has a corresponding performance indicator and criterion
ORIENTED (e.g., 25% of the learners…)
☐
RELEVANT The goal is relevant to literacy instruction.

The goals can be implemented within the given time frame (i.e.,
TIME-BOUND ☐
three months).

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