Goal Setting

Tips and best practices for setting targeted, attainable, and trackable goals.

The role of the goal in LENA Grow coaching

Setting goals puts an intentional focus on interactions and is an essential element of strengths-based coaching. Goals are often formed based on the last LENA reports, the routines and strategies discussed in the session, and teachers' expertise and knowledge about the children in their care.

Coaches provide support and guidance during goal setting, without directly telling teachers what to do or how to say things. 

A coach can help shape a goal by asking questions to prompt teachers to think deeper about how they will approach their goal and how they will know if they’ve met it. Each session of the Coach Guide includes some sample questions to structure the conversation.

Anatomy of a goal

An ideal goal is achievable and specific. 

An acronym often used to guide goal setting is SMART, which stands for:

• Specific
• Measurable
• Attainable
• Relevant
• Time-bound

These qualities help ensure goals are targeted, attainable, and trackable. LENA Grow is designed to support measurement of relevant behavior on a time-bound (weekly) cadence, so the coaching discussion can really focus on identifying what's specific and attainable.

Teachers can make goals specific and attainable by including:

• When: a time of day or specific routine.
• Who: a child or several children.
• What/How: a strategy you will use to increase interactions.

Tracking and reflecting on goals

Part of the goal-setting process is writing down your goals. The Teacher Guide has a LENA Log for each week. This is a space for teachers to capture their goals, and to make notes related to how and when they worked toward their goal during the week. These notes become an integral part of the next coaching session.

Example goals 

Here are some examples of weekly goals that teachers might write in their LENA Logs based on what they see in their reports, the strategies and routines discussed, or other insights. 

Example 1:

This goal is:

• • Measurable: they can look at the 2-3 pm hour to see if turns increased.
  • Specific: it states the time of day, and examples of activities they might do.
  • Attainable: they know they can incorporate more engaging outdoor play activities. 

This goal is:

• • Measurable: they can look at the morning free play hour on Kayla's Child Report to see if turns increased.
  • Specific: it states the time of day, along with a specific Talking Tip they'll use.
  • Attainable: they know they can incorporate this Talking Tip into their morning free play time. 

Example 3:

This goal is:

• • Measurable: they can look at the 2pm hour on Lauren and Jenny's Child Reports to see if turns increased.
  • Specific: it states the time of day, along with specific Talking Tips they'll use.
  • Attainable: they know they can incorporate these Talking Tips into math time. 

Goals can be individual for each teacher, or teaching teams can collaborate

and create a group goal that they are all working towards.