Goal Achievement. The backbone strategy behind the CalWORKs 2.0 case management approach that relies on the idea that successful small steps will lead to better long-term outcomes.
Goal Achievement. The evaluator comments on the achievement of goals as established in the previous year’s evaluation process.
Goal Achievement. The second theme that falls in the same category is goal achievement. It is something important for every collaboration as indicated by the participants during the interviews. They see no point in collaborating with colleagues if there is no clear goal to achieve at the end. Most participants hold the belief that every collaborative project should have not only one main goal but also objectives which help achieve that main goal. Teacher 2 from School A said this, ‘‘There should be the main goal. Other goals can be achieved too, but the main goal of collaboration must be achieved’’ (Violet, 19.9.2021). In addition, two participants indicated that, from their collaborative experience, setting main goal reminds them of the project purpose and simplifies the procedure of determining objectives. Half the teachers shared about the goals that they had achieved during collaborative projects with colleagues. One complex project, involving many teachers, was an online graduation ceremony for year 11 students last year. Teacher 1 from School A said that the main goals were to engage as many teachers as possible to assist all students with creating impeccable videos as well as give the teachers a chance to learn the use of movie-making and editing skills.
Goal Achievement. One key value named by most teachers is goal achievement. They believe that there is no use in collaborating on something that has no clear common goal and objectives. In other words, when teachers see a common goal and purpose of collaboration, they are motivated to collaborate and make collective efforts to achieve the common goal. Friend (2000) names shared goals as a key characteristic of teacher collaboration. Besides, many other researchers contended that it is essential to have common goals in collaboration for the benefit of an organisation and the participants (Cook & Friend, 1991; Xxxxx & Xxxxxxxx, 1995; West, 1990). In addition, they stated that the goals should be set by the collaborators themselves because then, during collaborations, teachers would feel more committed to achieving the goals. Little (1990) argued that for the aims to be achieved, it is necessary that all collaborators share responsibility. As a researcher and an English Language teacher from School A, I believe that the statements above make perfect sense. A collaborative activity should have an action plan, just like a life plan that people create for themselves, that has the principal aim and objectives. The latter can always be played with, modified or eliminated, depending on the progress of collaboration, but the former should be defined at an early stage so that all collaborators know exactly what should be achieved and by when. Such a strategy may serve as insurance for teachers’ motivation, active participation and contribution.
