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I know a lot of the research and reasons, but need to get more practice seeing and measuring the results of using LGs and SC

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I know a lot of the research and reasons, but need to get more practice seeing and measuring the results of using LGs and SC

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I'm very comfortable with using and leading others with learning goals and success criteria.

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I'm very comfortable with using and leading others with learning goals and success criteria.

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Comfortable but recognize that many of the secondary teachers I support are "new" to this...

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I feel very comfortable with both of these concepts.  I model at each PD session and teach/model each week in my Faculty of Ed Curriculum and Assessment classes that I teach.

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I think it's something I too often take for granted. My hunch, though, is that they're sporadically used (at best).

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I love it when LGs and SCs are succinct and clear. I question whether I always get that just right.

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I use LG at every session need to get better at SC

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I use LG at every session need to get better at SC

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Integral part of our planning with teachers.

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The people who are ready and willing to do it are doing it; the folks who have put mental barriers in place will tell you why they do not work for them. 

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The people who are ready and willing to do it are doing it; the folks who have put mental barriers in place will tell you why they do not work for them. 

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love learning goals! feeling like I get them, also know that the feedback loop doesn't always work!

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Very comfortable. Have been teaching a no grades classroom for a number of years and use the expectations and success criteria for all lessons.

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Very comfortable. Have been teaching a no grades classroom for a number of years and use the expectations and success criteria for all lessons.

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I am familiar with learning goals and success criteria, and the importance of co-constructing the success criteria with students.

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Feeling very comfortable, but this is after our board bringing in Sandra Herst for many years to demonstrate co-constructing success criteria

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Feeling very comfortable, but this is after our board bringing in Sandra Herst for many years to demonstrate co-constructing success criteria

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I am comfortable and have used this model in my teaching. 

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I am comfortable and have used this model in my teaching. 

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Interested in the intersection of learning goals/success criteria and relationship building/CRRP.

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Very comfortable with my own understanding.

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I feel comfortable with creating them myself; sometimes the challenge is in co-creating them, especially when working with other educators who may have very different goals in mind.

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I am comfortable with it but I do find that over the years people have adopted their own approach to it and some people are diverting from is intended purpose

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I am comfortable with it but I do find that over the years people have adopted their own approach to it and some people are diverting from is intended purpose

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I am comfortable with leading professional development aligned with LGs and SC, but plenty of learning and supports remain for classroom colleagues.

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I am comfortable with leading professional development aligned with LGs and SC, but plenty of learning and supports remain for classroom colleagues.

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Comfortable with success criteria with colleagues and students and co-creating success criteria with others. Also success criteria must be reflecitve of the triangulation of data and how students have demonstrated success over a period of time.

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Comfortable with success criteria with colleagues and students and co-creating success criteria with others. Also success criteria must be reflecitve of the triangulation of data and how students have demonstrated success over a period of time.

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I'm comfortable with using them. However, sometime I am challenged with the language to use in different classes. 

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I'm comfortable with using them. However, sometime I am challenged with the language to use in different classes. 

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quite comfortable with LG and SC, but I know my colleagues still struggle!

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quite comfortable with LG and SC, but I know my colleagues still struggle!

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I am comfortable with building success criteria, including working with students to co-create.

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Comfort level is good -- reflecting on how to co-create and evolve criteria but also provide clarity of expectations.

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I'm pretty comfortable with developing them, but I worry about how successfully they are transmitted to students and how well they engage with them.

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I'm pretty comfortable with developing them, but I worry about how successfully they are transmitted to students and how well they engage with them.

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I feel comfortable but I also wonder how many educators are using both LG and SC regularly.

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Feel that LG and Success Criteria is valued but often thought of after the planning. Co-creating brings value to the students' understanding.

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Feel that LG and Success Criteria is valued but often thought of after the planning. Co-creating brings value to the students' understanding.

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Having a clear understanding. Teachers and students need to know what we are learning and what does it look like as success?

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Having a clear understanding. Teachers and students need to know what we are learning and what does it look like as success?

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Use learning goals as a way to focus on learning skills and work habits. I.e. Your learning goal can be to work on building perseverance and the way you do that is THROUGH the curriculum

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Use learning goals as a way to focus on learning skills and work habits. I.e. Your learning goal can be to work on building perseverance and the way you do that is THROUGH the curriculum

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Growing Success is a 2010 document, and is the foundation of Ontario's Assessment and Evaluation policy. 

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Growing Success is a 2010 document, and is the foundation of Ontario's Assessment and Evaluation policy. 

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Increased confidence in how I can support teachers in this important work.

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I can apply research-based strategies such as from Sandra Herbst, Anne Davies, to bring this to life. 

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I can apply research-based strategies such as from Sandra Herbst, Anne Davies, to bring this to life. 

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I can find the resources I need to keep learning.

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I can find the resources I need to keep learning.

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remembering to co-construct the SC so that students know the target and can get close to it by using the SC.

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remembering to co-construct the SC so that students know the target and can get close to it by using the SC.

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I can find examples to show teachers so they see the positive impact of this strategy

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I can find examples to show teachers so they see the positive impact of this strategy

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Other people (students, colleagues) identify the areas where they've been met and propose next steps.

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When I can explain the importance of LG and SC to educators/students, using specific and relevant examples.

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They're elegant ways to de-centre the teacher in the classroom and elevate student learning.

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LGs and SC help reinforce where students are going with their learning and offer an opportunity for educators to contextualize learning experiences so students see themselves within the curriculum. 

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LGs and SC help reinforce where students are going with their learning and offer an opportunity for educators to contextualize learning experiences so students see themselves within the curriculum. 

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The focus is and should be on the learning... not the final product... learning goals and success criteria support that learning is ongoing.. building on skills moving forward.

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seeing progress towards our success criteria in a variety of ways

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When I have a plan/flow for incorporating the use of LGs and SC in my own work...and it's working for me/others.

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LGs and SCs are easily understandable by intended audience/users

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LGs and SCs are easily understandable by intended audience/users

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Not sure if this is the place to put this but it is important for students to understand why they are learning what they are learning- why is it important to them. So wording the learning goals in a way that meets this need is important

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Reinforcement that we are all on a learning journey with our colleagues and that the destination is still unfolding.

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Reinforcement that we are all on a learning journey with our colleagues and that the destination is still unfolding.

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Learning goals and success criteria are critical pieces of information students need to be successful learners. Students and teachers must hold a common understanding of what is to be learned, and what successful achievement looks like. With explicit goals and criteria, students have the beginnings of what they need to become independent, self-monitoring learners.

A video viewing guide exists to support the use of these videos in a professional learning setting. To access the viewing guides, please visit our Professional Learning Facilitators' section of this site.

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Learning Goals and Success Criteria Video Library

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Learning goals and success criteria are critical pieces of information students need to be successful learners. Students and teachers must hold a common understanding of what is to be learned, and what successful achievement looks like. With explicit goals and criteria, students have the beginnings of what they need to become independent, self-monitoring learners.

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SEL learning/ideas- David Costello @dr_costelllo

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SEL learning/ideas- David Costello @dr_costelllo

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Gradual release - me, us, you - use subject specific examples of how to turn curriculum expectations into learning goals and how to turn achievement chart standards into co-created success criteria. Model accessible language and always visually available.

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Gradual release - me, us, you - use subject specific examples of how to turn curriculum expectations into learning goals and how to turn achievement chart standards into co-created success criteria. Model accessible language and always visually available.