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Goal-setting is one of the most influential ways through which school leaders can impact on student learning. Supporting novice principals in setting goals is important to assure effective practice resulting in context specific, achievable and measurable goals. This research describes goal-setting practices of novice principals enrolled in a nation-wide professional development program offering support through ongoing mentorship. We examined goal type, degree of goal achievement, and factors influencing achievement. Goal statements were collected from 451 principals and categorized. After one year, 258 principals and their mentors independently rated goal achievement. Principals also rated and commented on possible factors influencing goal achievement. Goal achievement was moderately high with goals mainly focusing on the improvement of teaching practice, planning, and student outcomes.