4.5 Smart targets

Another key feature of our mentoring approach is the setting SMART targets.

You may well be familiar with SMART targets, they are certainly not exclusive to the world of mentoring, however it is all too easy to make assumptions about targets and to assume that both you and your trainee have the same understanding of a target. Not paying attention to the details of the target,could result in your trainee, particularly the less confident, less capable trainees, floundering without a clear direction.

A SMART target will be:

The 5 Stages of Smart Goals - FM Coaching

Drag and drop each statement below to the correct definition (click on to expand the screen)

Here’s an example of a SMART target for a trainee aiming to improve the number of pupils engaged in class questioning: 

‘Over the next 3 weeks, I will increase pupil engagement in class by using 'cold calling' strategy to ensure at least 80% of students participate in answering or discussing questions during lessons’.  

This is specific because: it is precisely defined and focusses on changing the behaviours of the learners.

This is measurable because: it allows you to track participation rates by monitoring the number of students responding to questions each lesson aiming for at least 80% of the class to actively participate by the end of each week. You can use a visible participation tracker (such as a seating plan).

This is achievable because:  The trainee can start by introducing cold calling in one lesson per day, and gradually increase to all lessons.

This is relevant as it will foster a more inclusive classroom environment where all students are actively involved in the learning process, leading to better understanding and more balanced participation.

This is timely as it can track participation immediately and aim to reach 80% engagement in class questioning within 3  weeks. It can be reviewed weekly and the strategy adjusted, if needed.

Over to you. Choose one of the following trainee reflections and practice how you would work with your trainee to write a SMART target to develop their teaching skills.

“I am struggling to regain silence before I want to talk to the whole class for the next activity or to ask questions”.

“I don’t know when to give out sanctions that bring a pupil back on track”.

“I feel like I am doing too much talking and pupils get restless” 

In summary:

Trainees should not feel a target is being imposed upon them, instead the trainee should feel that they own and can control their targets. Our role, as mentors, is to guide them (through our discussion around teaching strategies) and to support them achieve their targets with our mentoring strategies.

By following the SMART criteria you can be sure that you are providing your trainee with the best opportunity for success in their teacher development.

And, ultimately, we must not forget the focus of the targets should be changing the behaviours/ progress of the learners.