District Purchases New Goal Package

vennUpsidasi, MN–While schools around the country scramble to align themselves with the new Common Core State Standards, a district in Minnesota has taken a different tack. Because growth is what matters, it has purchased a new product called Goal-a-Matic, which gathers data through surveys and sensors, generates personalized goals, and then calculates progress toward them. What’s more, it guarantees growth for all.

“It’s amazing,” said Superintendent Tracy Groter. “I just sit down with a sensor bracelet, fill out a form, and boom! I’ve got a goal that matches me. Then a few months later, I sit down again, and boom! I see growth. Not any old growth, mind you, but academic growth.”

What was her personalized goal? “I will learn the spelling of two of the three following words: accommodations, accountability, and principal.”

Isn’t that goal a bit too close at hand? “It doesn’t matter; it’s a goal,” she replied. “Goals are goals. Growth is growth. Show the growth, and you’re good to go.”

The software comes with electronic Goal-Mentors, cellphone-size digital devices that remind users of the goal every hour. “It’s great to have that kind of pressure,” she explained. “If you know you’re being held accountable, you’re less likely to slip up.”

Teachers’ goals range from “I will write three standards on chart paper five times a week” to “I will praise the new teacher evaluation system in two out of the next three faculty meetings.” (While not strictly academic, these goals still serve academic purposes, according to Groter.)

For students, the goals are friendly and flexible: for instance, “I will turn and talk to my neighbor in 80 percent of my classes”; “I will draw a Venn diagram of something”; or “I will look at the title of a book and predict what it will be about.”

“I find these goals incredibly annoying,” said a fifth-grader. “I want to learn algebra, and instead I have to spend all day promising to learn inane strategies that I don’t even need and then showing that I’ve learned them.”

“This kid is just going to have to get used to it,” said Groter, “because the workplace does this kind of thing too. In fact, we’re borrowing a lot from what we hear is out there.”

Setting and meeting goals is only part of the process. Once they have attained their goals, students, teachers, and administrators must advertise their attainments. “When you’ve got 100 people showing growth, there’s got to be some other way of standing out,” said Groter. “Basically you’ve got to promote yourself. You do it by buying airtime.”

When students meet goals, they earn advertisement points. Once they accumulate five points, they may show a video ad of their attainments at the start of class. The teacher must accommodate these needs. At the end of the week, students vote on the most popular ads. The students with the winning ads take part in speed-networking events; the one that makes the best impression is named Student of the Week. At the end of the year, the student with the most Student of the Week awards receives the Success Prize, the school’s highest honor.

“I made my ads over the summer,” said Vince Chitry, a high school junior. “Then I started talking them up on Facebook. I know I’ve got the votes. Question is, what if someone offers to buy my votes? I could really use the cash. I could even use some of it toward special effects for my next video. I’ll have to think about that one.”

Vera Denken, a history teacher, asked what students would learn from all of this. She was swiftly informed that she would have to make an ad (her second) in which she displayed at least five approved “artifacts” of goal attainment.

“She had better be wearing new shoes this time,” commented Groter. “You can’t succeed in the real world if you wear the same shoes in two ads.”

  • “To know that you can do better next time, unrecognizably better, and that there is no next time, and that it is a blessing there is not, there is a thought to be going on with.”

    —Samuel Beckett, Malone Dies

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  • ABOUT THE AUTHOR

     

    Diana Senechal is the author of Republic of Noise: The Loss of Solitude in Schools and Culture and the 2011 winner of the Hiett Prize in the Humanities, awarded by the Dallas Institute of Humanities and Culture. Her second book, Mind over Memes: Passive Listening, Toxic Talk, and Other Modern Language Follies, was published by Rowman & Littlefield in October 2018. In February 2022, Deep Vellum will publish her translation of Gyula Jenei's 2018 poetry collection Mindig Más.

    Since November 2017, she has been teaching English, American civilization, and British civilization at the Varga Katalin Gimnázium in Szolnok, Hungary. From 2011 to 2016, she helped shape and teach the philosophy program at Columbia Secondary School for Math, Science & Engineering in New York City. In 2014, she and her students founded the philosophy journal CONTRARIWISE, which now has international participation and readership. In 2020, at the Varga Katalin Gimnázium, she and her students released the first issue of the online literary journal Folyosó.

  • INTERVIEWS AND TALKS

    On April 26, 2016, Diana Senechal delivered her talk "Take Away the Takeaway (Including This One)" at TEDx Upper West Side.
     

    Here is a video from the Dallas Institute's 2015 Education Forum.  Also see the video "Hiett Prize Winners Discuss the Future of the Humanities." 

    On April 19–21, 2014, Diana Senechal took part in a discussion of solitude on BBC World Service's programme The Forum.  

    On February 22, 2013, Diana Senechal was interviewed by Leah Wescott, editor-in-chief of The Cronk of Higher Education. Here is the podcast.

  • ABOUT THIS BLOG

    All blog contents are copyright © Diana Senechal. Anything on this blog may be quoted with proper attribution. Comments are welcome.

    On this blog, Take Away the Takeaway, I discuss literature, music, education, and other things. Some of the pieces are satirical and assigned (for clarity) to the satire category.

    When I revise a piece substantially after posting it, I note this at the end. Minor corrections (e.g., of punctuation and spelling) may go unannounced.

    Speaking of imperfection, my other blog, Megfogalmazások, abounds with imperfect Hungarian.

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