Daily goals for every class, every day
The class teacher sets the day's intention in the morning, marks the success criterion midway and reflects at the end of the day. A small, persistent ritual that creates visible clarity — the single most impactful teacher practice (Hattie d = 0.75).
Intention
What do we want to reach today? One sentence, written with the class.
Success criterion
How do we know we got there? Built on Hattie's 'teacher clarity' principle.
Reflection
Brief afternoon check: did we get there? What did we learn about how we learn?
Reload without losing
If a colleague edits in parallel, the latest version loads without overwriting what you're already typing.
One row per day
Database-enforced unique key (class, date). No duplicates, no confusion.
Visible in the goal tree
Daily goals roll up to class level in the goal tree — without manual reporting.
In the classroom
Monday's first lesson
'Today we work with fractions — we're done when we can explain a fraction to a partner.'
Afternoon five minutes
The class reflects together: 'what did we learn about how we learn?'
Class teacher handover
The new teacher sees the last 14 days of goals and reflections — context in 30 seconds.
Two audiences, one tool
Daily goals are leadership's cheapest signal on classroom culture. Hattie's 'teacher clarity' has an effect size of 0.75 — almost twice as large as class size. Marzano and Helmke point to the same mechanism: when pupils know what and why, learning accelerates.
The proportion of classes with a consistent daily-goals rhythm is an aggregated indicator in the quality programme. It can document — not just report — that clear teaching is widespread across the municipality.
Research base
- Hattie, J. (2017). Teacher clarity (d = 0.75). Visible Learning influence list source
- Hattie, J. (2009/2023). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge / Visible Learning MetaX source
- Marzano, R. (2007). The Art and Science of Teaching. ASCD
- Helmke, A. (2012). Unterrichtsqualität und Lehrerprofessionalität (4. Aufl.). Klett-Kallmeyer
- Fullan, M. & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Corwin
- Danmarks Evalueringsinstitut (EVA) (2022). Kvalitetsarbejde i folkeskolen — fra plan til praksis. EVA source
Frequently asked questions
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