MTDS
  • Home
  • Framework
    • Effective Professional Development
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Glossary, Terms and Phrases >
      • Action Research
  • RPDC Programming
    • Contact
    • Program List
  • Registration
  • Facilitator Log-in
    • Career Levels >
      • Aspiring >
        • Aspiring A
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C >
          • Level-Specific Learning Statements-Peparing-C
        • Preparing D
      • Emerging >
        • Emerging A >
          • BTAP Information
        • Emerging B
      • Developing
      • Mastering
      • Leading >
        • Level-Specific Learning Statements-Leading
  • Director's Corner

MTDS Terms and Phrases

Learning Targets

A learning target is a lesson-sized standards-based goal which can be accomplished within the timeframe of a single lesson period spanning one to three days (Brookhart).   The learning target guides instruction for teacher and students with both focusing on meeting the lesson target by the end of the period.  Learning targets are specific, measurable, actionable, relevant, and timely (SMART).  Learning targets are derived by unwrapping content standards and then used to:  (a) guide the development of formal and informal assessments; (b) plan instruction; and (c) facilitate self-directed student learning.  A learning target provides students with a clear understanding of what they need to know and be able to do in order to be successful.  Some learning targets (especially those that extend beyond 1 class period) may be accompanied by more detailed success criteria.  Learning targets are sometimes written as “I Can” statements. 
Home
​​Program Registration
Contact your MTDS Teacher Development Specialist
MTDS Designers & Teams
                                                                   
​Missouri Teacher Development System July 2022    ​
  • Home
  • Framework
    • Effective Professional Development
    • Domains & Competencies >
      • Community Builder >
        • Promotes Diversity Sensitivity
        • Builds Relationships & Culture
        • Works in a Community of Practice
        • Accesses & Builds Systemic Supports & Services
      • Classroom Manager >
        • Manages Behavior
        • Creates & Manages a Learning Environment
        • Monitors Progress Towards Learning Goals
        • Communicates Progress Towards Learning Goals
      • Instructional Designer >
        • Develops Research-Based Instruction
        • Aligns Instruction to Goals, Curriculum, and Assessments
        • Uses Data to Make Decisions
        • Differentiates to Meet Unique Student Needs
        • Plans Student Progress Monitoring
        • Designs Learning Activities, Tasks, and Experiences
        • Selects, Aligns, & Curates Strategies
      • Facilitator of Thinking & Learning >
        • Promotes Student Use of Technology
        • Facilitates Self-Directed Learning
        • Fosters Student Communication & Expression
        • Advances Critical Thinking & Problem-Solving Skills
        • Facilitates Student Inquiry & Research
        • Promotes Connection of Prior Knowledge to New Information
        • Engages Students in Content
      • Reflective Learner >
        • Increases Knowledge & Skill Through Professional Learning
        • Engages in On-Going Reflective Practice
        • Evaluates Effectiveness of IInstruction
        • Sets Growth Goals
      • Professional >
        • Understands & Promotes the Profession
        • Supports School District Vision, Mission, & Goals
        • Demonstrates Professional Growth & Development
        • Communicates Professionally
    • Glossary, Terms and Phrases >
      • Action Research
  • RPDC Programming
    • Contact
    • Program List
  • Registration
  • Facilitator Log-in
    • Career Levels >
      • Aspiring >
        • Aspiring A
      • Preparing >
        • Preparing A
        • Preparing B
        • Preparing C >
          • Level-Specific Learning Statements-Peparing-C
        • Preparing D
      • Emerging >
        • Emerging A >
          • BTAP Information
        • Emerging B
      • Developing
      • Mastering
      • Leading >
        • Level-Specific Learning Statements-Leading
  • Director's Corner