One of the most ignored parts of starting a new year is goal setting. It’s time to change that, as this is critical for success, no matter the person or experience level. Staff members, leaders and adviser will reflect and evaluate what’s next.
By the end of this lesson, new members should have one or two goals they can work on throughout their first year on staff.
This is a lesson to build upon. Please ensure returning staff members have completed the coordinating lesson before moving on to this one.
Students will integrate into the media staff. They will discuss fears and excitement as well as details to collectively understand where the team needs to get better. Students will write goals for to improve both individually and collectively for the next school year.
- Students will create concise, realistic, measurable goal(s) for the next school year, as it pertains to their individual role on media staff.
- Students will use the SMART goal strategy they learned in the first goal-building lesson to help them work with new members in creating their goal.
- Returning students will bring new ones into the media room culture, make introductions and validate concerns they have.
Common Core Standards
|CCSS.ELA-Literacy.SL.9-10.1||Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.|
|CCSS.ELA-Literacy.SL.9-10.1d||Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.|
|CCSS.ELA-Literacy.SL.9-10.1.B||Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.|
|CCSS.ELA-Literacy.SL.9-10.1.C||Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.|
|CCSS.ELA-Literacy.SL.9-10.1.D||Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.|
There is one prep time completed by adviser and returning members.
Poster board from previous lesson, markers
Lesson step-by-step for new staff member goal building
1. Returning Member Prep — 15 minutes
Prior to the lesson, each new member needs to be assigned a returning staff member. Try to mix pairs by compatibility, for example, put extroverts with extroverts, introverts with introverts, etc.
Returning members need to understand they play a major role in making a good impression on new staff members. They need to understand these ground rules before beginning (preferably establish this when new members are not in the room):
- Introduce yourself and be personable.
- Shake their hand and look them in the eye. Remember, non-verbal body language communicates. Smile, be personable, sit together.
- Relate to them. Remember what it was like to be new to this group? Put yourself in their shoes and put them at ease about their concerns. Share a funny story.
- If they are excited, share in those feelings, too.
- Encourage them if they ever need someone to talk to or ask questions, you are there for them. Exchange phone numbers. Even something like “What are you doing this weekend?” goes a long way.
- You are going to talk them through their goals because they have no prior experience to build upon. They may not know what a pica is or how to shoot a photos using rule of thirds. They need help to establish a goal for this year.
- Interview them about their background. Did they take photojournalism as a prerequisite? If so, they may need to create a writing goal. Did they take journalism as a prerequisite? If so, they may need to create a photography goal. Were they on middle school media staff? Do they have any photography experience? No experience? Don’t be overwhelmed by what they don’t know — everyone needs to start somewhere.
- You will introduce the new member to the group and share a little about them.
2. Partner work — 10-20 minutes
Returning members will conduct interviews with the new members using the ground rules above. The objective is to come up with one SMART goal for each new staff member. When the pair comes up with a SMART goal, they should get it approved by the adviser. When approved, the new member will write it on the group poster that began with the returning members.
3. Introductions and Goal Reveal — 10-20 minutes (depending on how many new members there are)
- Returning members will introduce their new member, tell a little bit about them.
- New members will explain their individual goal they chose and why.
- Returning members will also tell their individual goal with the group and why they chose it.
- This pattern will be repeated until all members have had a chance to be introduced.
4. Leaders reveal staff goals — 5-10 minutes
Staff goals are explained to new members. Be specific in how they will have a part. Ensure their fears are put at ease, be encouraging. Ask returning members to help with this process.