Goal Setting

Many times in the world of public education we are asked to jump through hoops. Some of these hoops are necessary and helpful, others seem only to function as a task to keep us nimble and exhausted. Goal setting and subsequent observations can have a big impact on professional growth and student outcomes when made genuinely and with sufficient support from administration, but when professional goals are treated as another hoop to jump through or a box to check off then the outcome is often meaningless for all involved. I have been fortunate in my current library position to be in a school that values authentic goal setting and have a principal who takes the time to scaffold not only the goal setting process, but also the progression of that goal throughout the year. 

How do you identify possible goals to improve your school library, teaching and learning, or your personal growth as a librarian?

When I set out to begin a new professional goal I often look around the library to see where to begin. Are there major weeding projects that need to be done and could result in updating a section of the collection to support curriculum needs? Is the signage helpful and supportive so that students can easily access the space and materials? Are their voices or perspectives that are over or under represented in the collection? These questions are ongoing and need to be answered even if they are not tied to the formal goal setting process, but they often can help me drive the focus of the goal. In the library we have access to such rich data: how many books are in the collection? What are the current checkout statistics for XYZ grade? When is the last time someone checked out XYZ book? Often using this information can shape my professional goals. When I realized that circulation statistics were falling among my 7th and 8th grade students, I set a goal to schedule monthly book talks with their classes. I selected new and high interest titles to share each month and tracked the circulation data to monitor progress. When demand for titles rose and I needed to buy additional copies, I had all the evidence I needed to show my principal that the library budget needed more money. In this case, the goal came from an authentic need, was data driven, and produced both short and long term student success.

Is there a district evaluation process that drives your goal setting?

My school district uses the Professional Growth Model for supervision and evaluation. Teachers can create individual or team goals that are connected to the continuous improvement plan. Here's a visual from the district's HR department that provides some clarity on the process:

What local initiatives, district standards, or national standards are included in your ideas for improving practice?

Teachers are expected to create SMART goals and we also use the CEL 5 Dimensions of Teaching and Learning. Our goals must be tied to our Continuous Improvement Plan. My own ideas for growing my practice have been tooted in Diversity, Equity and Inclusion. My principal has been supportive in bringing in various standards, including both AASL and UN Global Goals for Sustainability.

How will your experiences inform your work with a mentee?

I want to be sure to help my mentee understand how valuable professional goals can be. Perhaps the formalities surrounding them are tedious, but when they are created with a genuine desire to grow they can amount to real change. The goals setting meetings, mid and end of year reflections, endless narrative writing to enter goals online can make goal setting feel like just another educational hoop, so I want to ensure my mentee doesn't lose sight of the forest for the trees.