part, it's because these goals are often a little too lofty ("getting rid of standardized testing" or "having teachers treated with more respect"), noble aims, for sure, but not really within our power as a teacher or group of teachers.
Be honest about what you think you can achieve in your particular context, especially given that full time job you have as a teacher.
What might be the short-term and intermediate goals that would help you gather momentum in order to reach that long-term goal?
How might you build awareness about the goal?
Who might be an ally to join you in this work?
Thinking of your advocacy work as a journey, as a means toward an end and not as an end in itself can lead you to celebrating the short term goals and seeing them as concrete ways to reach the larger goals.
We have choices when we do this work, and we have the power to determine what constitutes success. Each time we succeed in a goal, we gain confidence to move on to the next one.
Read about what others have done to think long term but celebrate the short term by clicking on the links below.
Kris Gedeon set a long-term goal of changing how reading is viewed in her school and school community, creating a buzz about books and encouraging life-long readers.
Barbara McKinnon's long-term goal is to shift the conversation in her elementary school from an overwhelming focus on test scores to a consideration of how to help students become better citizens who exhibit traits like persistence, responsibility, flexibility, curiosity, openness, engagement, and creativity.
Cheryl Plouffe's long-term goal is to change minds about the community and its assets and the role of community members in helping teens rethink their potential and future.