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Low Goals And Safe Targets Essay Examples

 Creating S.M.A.R.T. Goals

S pecific
M easurable
A ttainable
R ealistic
T imely

 

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:

*Who: Who is involved?
*What: What do I want to accomplish?
*Where: Identify a location.
*When: Establish a time frame.
*Which: Identify requirements and constraints.
*Why: Specific reasons, purpose or benefits of accomplishing the goal.

EXAMPLE: A general goal would be, "Get in shape." But a specific goal would say, "Join a health club and workout 3 days a week."

 

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as......How much? How many? How will I know when it is accomplished?

 

Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-image. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them.

 

Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

 

Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs., when do you want to lose it by? "Someday" won't work. But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.

T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.

Retrieved from http://topachievement.com/smart.html , June 2, 2011


Suggested Activity/Discussion Topics for Goals Setting

First year students are often uncertain of their goals and may not have much experience in developing action plans to meet a goal. The suggestions below can be used to lead a discussion or provide guidelines for one or more small group or writing assignments.

1.   Long Term Goal - Encourage students to think long term about their goals. Even students unsure of their major will have an idea about their desired lifestyle and the level of success they want. Students can brainstorm answers to these questions and share them with a partner, small group, or the class as a whole.

·   Where do you see yourself in 5-10 years?

·   What kind of work are you doing? What is the career you have?

·   Why was choosing this goal important to you?

·   What satisfaction does it provide, other than money?

·   What relationship does this class have to reaching your goal?

2.   Intermediate Range Goals – Sometimes, students can’t see beyond a few years. In that case, encourage students to think more in terms of the UMD experience. They might write a journal entry to answer these questions:

·   What do you need to accomplish in the next 2-5 years in order to reach your long-term goal or to help you formulate a long term goal? For example, do you need to explore one or more areas of interest? Who can help you do this? What kind of information will be helpful to you?

·   What do you need to do to do this year to make progress toward defining a goal or toward focusing your efforts? For example, can you identify the resources available to help you make decisions?

3.   What is your short-term academic goal for this semester? – one paragraph

·   State at least one goal specifically: “I want to get an A- in ENG 101” or “I want to get a 2.5 GPA.” It is not acceptable to say, “I want to get good grades,” (because “good” is not specific) or “I want to learn as much as I can” (because that is not specific).

·   Make sure the goal is something you can complete by the end of the semester. It is not acceptable to say, “I want to learn as much as I can at UMD” because you’d need more than one semester to accomplish the goal.

·   Make sure the goal is measurable. For example, you could say, “I want to earn at least a C+ in Accounting” because you could measure your progress with each quiz/test grade. It is not acceptable to say, “I want to work as hard as I can” or “I want to earn good grades” because you can’t measure your progress (how much is “hard as I can”? If I get a 70 on a test, is that “good”?).

4.   Plan to Achieve Your Short –Term Semester Goal – one paragraph

·   What strategies will you use to help you reach your goal? BE SPECIFIC. Examples:

o   Study 2 hours every day

o   Go to the Writing and Reading Center for help

o   See my instructor during office hours

o   Study with a friend

o   Use the Cornell note taking method (info in Writing and Reading Center)

o   Use content maps to organize information to study

o   Create a monthly assignment calendar to plan to meet due dates for all courses.

o   Create a weekly study schedule that lists specific courses/projects you will work on.


Personal Development Plan

University of Massachusetts Dartmouth

Student Name: __________________________        Date: __________________

There is a direct relationship between how well you follow a specific, four-year personal development plan and your ability to meet professional objectives upon graduation. The purpose of this project is to enable you to create, follow, and mark progress in college by using a personal development plan. Although you will complete this planning process during your first semester, you will be encouraged to follow through on implementing and revising your plans by utilizing the support network dedicated to sustaining your growth and success in the personal development process during each subsequent semester.

Write Your Vision Statement (Image of the ideal. It is future looking, inspirational, and creates the most desirable scenario):

Write Your Mission Statement (A brief, clear, concise statement of your purpose and desires, and the primary methods through which you intend to fulfill that purpose. It is somewhat uplifting but more practical than the vision.)


First Year: Rank Number the top five tasks that fit your priorities this year:

Rank:

Tasks:

Notes:

 

Explore majors/ Declare Major

 
 

Know requirements for your program of study

 
 

Maintain desired GPA of ______

 
 

Improve academic Skills

 
 

Utilize academic support services

 
 

Explore careers/ attend career events/ panels, etc.

 
 

Get involved in campus activities

 
 

Improve your employment situation

 
 

Locate financial resources

 
 

Connect with faculty and advisors

 
 

Improve your living situation  

 

Write 3 Goals for your first year including objectives and action plans for each goal

·  Goals:Statements of desired future states, long-term and possible, and based on mission and vision. Typically few in number, with a target date. 

·  Objectives:Short-term, specific, measureable outcomes statements 

·  Action Plans: Series of short-term tasks to be completed that will result in the achievement of the objectives or outcomes.

Goal 1:

Objectives:

Action Plan:

Goal 2:

Objectives:

Action Plan:

Goal 3:

Objectives:

Action Plan:

Second Year: Rank Number the top five tasks that fit your priorities this year:

Rank:

Tasks:

Notes:

 

Explore majors/ Declare Major/minor

 
 

Choose courses to build employability skills

 
 

Know requirements for your program of study

 
 

Maintain/Improve GPA to desired goal:________

 
 

Improve academic skills

 
 

Explore careers/ attend career events/ panels, etc.

 
 

Get involved in campus activities

 
 

Locate financial resources/ scholarships

 
 

Connect with faculty, advisors, and alumni

 
 

Conduct information interviews/ job shadows

 
 

Research internships/ study abroad opportunity  

 

Write 3 Goals for your first year including objectives and action plans for each goal

·  Goals:Statements of desired future states, long-term and possible, and based on mission and vision. Typically few in number, with a target date. 

·  Objectives:Short-term, specific, measureable outcomes statements 

·  Action Plans: Series of short-term tasks to be completed that will result in the achievement of the objectives or outcomes.

Goal 1:

Objectives:

Action Plan:

Goal 2:

Objectives:

Action Plan:

Goal 3:

Objectives:

Action Plan:

Third Year: Rank Number the top five tasks that fit your priorities this year:

Rank:

Tasks:

Notes:

 

Review requirements for your program of study

 
 

Maintain/ Improve GPA to desired goal:_______

 
 

Choose courses to develop marketable skills

 
 

Serve in leadership roles in campus activities

 
 

Participate in internships/ study abroad

 
 

Volunteer for work related to your field

 
 

Research graduate school requirements

 
 

Ask faculty/ employers for references

 
 

Locate financial resources/ scholarships

 
 

Write your resume and get a critique

 
 

Attend Career Exploration Events/ Panels  

 

Write 3 Goals for your first year including objectives and action plans for each goal

·  Goals:Statements of desired future states, long-term and possible, and based on mission and vision. Typically few in number, with a target date. 

·  Objectives:Short-term, specific, measureable outcomes statements 

·  Action Plans: Series of short-term tasks to be completed that will result in the achievement of the objectives or outcomes.

Goal 1:

Objectives:

Action Plan:

Goal 2:

Objectives:

Action Plan:

Goal 3:

Objectives:

Action Plan:

Fourth Year: Rank Number the top five tasks that fit your priorities this year:

Rank:

Tasks:

Notes:

 

Maintain/ Improve GPA to desired goal: _______

 
 

Complete a capstone project or field experience

 
 

Serve in leadership roles in campus activities

 
 

Take graduate school admissions tests

 
 

Apply to graduate/ professional schools

 
 

Use networking to develop job leads

 
 

Attend professional association meetings

 
 

Volunteer for work related in your field

 
 

Ask for letters of recommendation

 
 

Revise and target your resume

 
 

Complete your career portfolio  

 

Write 3 Goals for your first year including objectives and action plans for each goal

·  Goals:Statements of desired future states, long-term and possible, and based on mission and vision. Typically few in number, with a target date. 

·  Objectives:Short-term, specific, measureable outcomes statements 

·  Action Plans: Series of short-term tasks to be completed that will result in the achievement of the objectives or outcomes.

Goal 1:

Objectives:

Action Plan:

Goal 2:

Objectives:

Action Plan:

Goal 3:

Objectives:

Action Plan:

Below is a list of sample goals school boards may use to set a vision for their districts. You'll also find corresponding strategies you can use to implement to your goals. Use these examples as well as your own strategies and goals to develop a clear vision for your district.


Goal: To offer high-quality student programming so that graduates are prepared to compete in a global society.

  1. Provide personalized learning for all students.
  2. Support progression based on mastery of individual student goals.
  3. Embrace a collaborative culture by leveraging and maximizing parent and community partnerships to support accelerated student success.
  4. Create a parent scorecard for families and the community to increase transparency with regard to student and school performance.
  5. Implement a plan to transition to studentbased budgeting, where funding is directly tied to students and their individual needs.
  6. Require students to play a key role in setting their goals along with their teachers, advisors, counselors, and parents.
  7. Provide student and families with choices and meaningful opportunities to improve their school experiences.
  8. Ensure all classrooms are wired global places that encourage interactivity and learning by doing.
  9. Provide a curriculum that balances individualization and vetted best practices.
  10. Design classroom instruction to be a hybrid of face-to-face and online.
  11. Design classroom instruction according to individual learning goals and assessment for competency.
  12. Ensure all classrooms are using electronic tools for instruction.
  13. Utilize digital textbooks.
  14. Ensure that technology proficiency and digital citizenship literacy are part of the learning experience for each student.
  15. Maximize all data sources to improve instruction for students.

Goal: To provide high-quality effective teachers and administrators.

  1. Require teachers to frequently assess student academic growth to constantly inform their instruction.
  2. Provide teachers with opportunities to network and collaborate with external organizations to enhance student learning experiences.
  3. Provide teachers with research-based ideas for the most effective instructional practices.
  4. Recruit, retain, and empower excellent teachers who are adept at personalizing learning experiences for students.
  5. Provide principals with the autonomy to innovate and demand excellence from their faculty and staff.
  6. Hold principals accountable for meaningful school improvement and rapid turnaround for chronically under-performing schools.
  7. Ensure that every principal demonstrates how they provide opportunities for student, parents, and teachers to contribute their talents, skills, and experiences to support school improvement.
  8. Shift the role of teachers and administrators to a focus on serving learning as collaborators.
  9. Develop professional learning communities in all schools.
  10. Support leadership development for aspiring, new, and veteran school leaders.
  11. Partner with higher education institutions to ensure that teacher candidates are of the highest quality and aligned with district needs.
  12. Transform the traditional role of the central office from a top-down management system to a system designed to provide meaningful support to schools and effective accountability for school performance.

Goal: To seek the involvement and participation of the entire community in the learning process.

  1. Ensure that all schools are the center of community learning locally.
  2. Leverage community assets and resources to build community schools that provide full-service supports for students and families.
  3. Provide schools as a place for community convening and for citizens to acquire new knowledge and skills.

Goal: A board committed to excellence in education and aware of its responsibilities.

  1. Have every board member participate in annual professional development.
  2. Maintain ongoing review and development of pertinent policies.
  3. Conduct at least one retreat for the entire board and superintendent each year.
  4. Involve community and business leaders in the development of the board’s vision and strategic plan.
  5. Develop and monitor standards for student and system performance.