The project design should clearly link goals, performance objectives and activities. Goals, performance objectives and activities should all reflect assessed needs.

Goals are broader than performance objectives. They often begin with a "to statement" and do not necessarily include a measure of performance. For example, "to improve the skills of secondary teachers of LEP students."

Performance Objectives support more broadly stated goals or objectives. They should describe what will be improved, when and how it will be measured. For example, "At the end of year 1, all teachers will demonstrate improvements in practice in the classroom setting. Improvement will be measured by analysis of videotaped classroom conversations, peer observations, and teacher questionnaire, mastery of all competencies as measured by the teacher observation checklist."

Activities support program objectives. They are more specific than goals or objectives and usually describe a process. For example, "recruit staff," "develop curriculum modules," "provide participant orientation."

Performance Objectives Checklist

• Reflect assessed needs for improving teaching and learning
• Describe an outcome for a target group such as teachers, faculty, staff, administrators
• Project expected improvement
• Are measurable
• Are meaningful
• Are challenging, but realistic
• Support more broadly stated goals
• Are supported by program activities
• Specify timeframes and benchmarks of progress

Examples of Goals, Objectives and Activities

The following examples represent a variety of training approaches and target participants. They are intended to assist applicants and grantees in developing a framework for project goals, objectives and activities. Effective project plans would include goals, objectives and activities based on assessed needs and provide more comprehensive information on measures, assessment tools, data collection instruments and activities.

Goal: To improve instructional practices of new teachers to provide high-quality instruction to English language learners.

Objective: In year 1 thirty new teachers of LEP students representing 10 target schools will learn to use strategies which provide opportunity for extensive dialogue in classroom conversations. All teachers will demonstrate mastery on all competencies as measured by peer observation checklist, analysis of videotaped instruction.

Goal: To improve the quality of teacher candidates recruited.

Objective: In each of the first three years a cohort of 25 participants will be recruited. Teacher candidates recruited will demonstrate high academic and professional standards, based on 3.0 GPA, favorable recommendation of principals, and passing score on language proficiency assessments. A total of 75 participants will be recruited.

Objective: Faculty will develop two new courses by the end of the first year. Courses will reflect State certification standards, improved content in instructional and assessment strategies related to the needs of LEP students as measured by review of course syllabi, checklist of competencies.

Goal: To facilitate the progression of paraprofessionals from the community college to the teacher preparation program.

Objective: In each of years 2, 3, and 4 at least 25 participants will complete course requirements for acceptance into the teacher preparation program. At least 90% of participants who have completed course requirements will be accepted into the teacher preparation program. Effectiveness will be measured by comparison of projected performance to actual performance and comparison of transfer rates in the State to actual transfer rates.

Goal: To improve the skills of higher education faculty to better prepare all teachers to teach LEP students.

Objective: In year 1, 10 regular education faculty will participate in 6 seminars on research-based instructional practices, assessment strategies, theories of language acquisition. Faculty participant learning will be measured by analysis of project developed assessments, review and analysis of course syllabi.

Goal: To improve the qualifications of regular classroom teachers of LEP students.

Objective: By the end of year 3, thirty teachers will have completed 18 credits leading to completion of MA degree in urban education with a specialization in TESOL. Teacher learning will be measured by analysis of observation of classroom practices, project developed assessments and teacher surveys.

• Finalize consortia agreement
• Establish cohort selection criteria
• Identify and select most highly-qualified candidates
• Develop participant program of studies
• Advise participants
• Deliver courses
• Assess participant learning