I often find goal setting a tedious task, perhaps because I don't feel well-practiced in setting goals and benchmarks for achieving them. While I constantly reflect on my programming and practice (internally), it is rare that I have the luxury of time to act on that reflection to make significant changes. In reality, external forces often drive the changes I must make ie; - adoption of a new set/type of standards or curriculum, scheduling or facility changes, district-wide initiatives, etc. And those external forces may not align with what I believe professionally is the most essential next goal to improve the library program or my own practice.
I now am required to set two professional goals at the beginning of each school year. They must be connected to the supervisory union's continuous improvement plan, which is typically broadly connected to improving math or literacy scores on standardized tests. While I truly do not believe the validity of said tests nor the scores they produce, it is easy to come up with a library-related goal that can connect to an improvement plan like that. Things like diversifying the collection so that students see themselves and others in an effort to increase the likelihood of them choosing personal reading options and actually engaging with them in a meaningful way. Or helping to implement a 40-book challenge that significantly increases the amount of reading every student accomplishes independently. I hope that I'll be able to help my mentees see the connections between school improvement plans and excellent library programming or practice based on the standards and shared foundations.
Wow, did you hit the nail on the head: "And those external forces may not align with what I believe professionally is the most essential next goal to improve the library program or my own practice." So often I find myself choosing goals based on what admin and the instructional coach are willing to evaluate me on versus what I feel is the most important goal for the library and the librarian. My goal is always in Domain 2, though my heart is usually in the others.
ReplyDeleteTwo things you have said jump out at me, too. One is that time-there is never enough to accomplish all those things that keep us juggling our roles and responsibilities-is a major challenge when we want to set our own directions in the school library. Let alone follow up with them by collecting evidence. That's what happen when you wear many hats, and are seen as a problem solver. (We have traveled that road before in our discussions!)
ReplyDeleteTwo-the outside forces that drive the continuous improvement plans always seem to focus narrowly on discrete goals that may or may not be aligned with improving practice in the school library. We have to continue to be creative and inventive to mesh the library goals, as you have suggested. Domain 2 is important, but you can pursue your personal goals just for you! (and the good of the school library).
Well said!
Judy
Rochelle,
ReplyDeleteI am sure many of us relate to these issues of goal setting in our districts. Maybe this will be a year in which "Include" becomes a building goal for continuous improvement of our schools!
Rochelle,
ReplyDeleteThank you for so clearly articulating the issues with the typical professional goal-setting in our district. I always feel that it's just another box to be checked off and not really helpful. I'm hoping that I can look at goal setting in a more personal way in the future. You've helped me to see that it can be valuable.