As a K-12 administrator, you’re tasked with setting the direction for your school, department and/or district. You are responsible for rallying everyone around shared goals and you are held accountable for those goals as your end-of-year evaluation. You understand the importance of setting ambitious targets—goals that can inspire change, improve outcomes, and elevate the experience for students, staff, and the broader community. 

But here’s a question that might feel uncomfortable to ask yourself: “Do you truly believe in the goals you set?”

It’s not an easy question. Of course you believe in the vision behind your goals—whether it’s improving academic performance, reducing absenteeism, or increasing graduation rates. But when you’re honest with yourself do you  worry whether those goals are actually achievable? It’s natural to have doubts, especially when facing issues like funding gaps, teacher shortages, or high-needs student populations.

The Unrealistic Goal

So why, then, do we set unrealistic goals? you may be tempted to overreach and set lofty goals when the pressure is on from all sides—parents, district leaders, state standards. You might set a bold goal because you’re expected to, or because it’s what your district or board wants. But deep down, there may be that nagging question: “Can we really make this happen?”

You may want to set an unattainable goal in an effort to inspire others, or improve perception. Or perhaps you set a goal to stretch and challenge your team, even though you have little hope it will be attainable.

When you commit to unrealistic objectives, you also risk demotivating your team, and worse, losing trust. The temptation to announce aspiration turnarounds rather than less flashy, slower, but more meaningful continuous improvement is very real when you have a lot of pressure to serve all children, who deserve the absolute best. 

We all know that schools need clear goals to move forward. But finding the right balance between ambitious goals and realistic expectations is a challenge you likely face every year. You want to push your school toward excellence, but it’s also important to recognize your limits—staff burnout, limited resources, and of the external factors that affect student success.

The Challenge Of Overpromising

One of the biggest challenges you may have as an administrator is the fear of overpromising. Setting an ambitious goal can generate excitement and create urgency, but it can also feel like a big risk. What if you can’t deliver? Setting an unattainable goal can leave  your team feeling overwhelmed or, worse, disengaged because they don’t see the goal as achievable.

You might be tempted to second-guess your goals, preventing you from pushing your school or district toward the bold changes that are needed. And when those fears are combined with external pressures—like accountability measures, public expectations, or performance-based funding—the weight of those ambitions can feel even heavier.

The Impact of Fear and Stress on Leadership

When you don’t fully believe in the goals you set, or when you feel overwhelmed by the sheer size of the task, it shows. Your teachers, staff, and even students can sense that doubt. It can create a ripple effect that results in others questioning whether the goals are realistic, too. Disengagement and resistance might follow, as people start to think, “If our leader isn’t fully confident in this, why should we be?”

That fear of failure doesn’t just stay at work. It can take a toll on you personally. The stress of constantly worrying about whether you’re moving the needle can lead to burnout. You might find yourself playing it safe, avoiding the risk-taking and innovation that true progress often requires, or setting an unattainable goal that in some ways gets you off the hook.

The Anxiety of Public Accountability

In today’s educational landscape, you’re not just accountable to your school—you’re accountable to your entire community, your district, and even the state. Every goal you set is scrutinized, and the fear of public criticism or failure can feel overwhelming. Whether it’s parents, the school board, or local media, the fear of not delivering on a high-profile promise can add another layer of stress. 

When every data point becomes a public talking point, you might find yourself setting “safe” goals that look good on paper but don’t push your school forward in meaningful ways.

Overcominge Fear and Embrace Ambitious Goals

1. Believe in the Vision, Even if the Path Isn’t Clear

The most successful administrators don’t let fear stop them from aiming high. Instead, they believe deeply in the “why” behind their goals. Maybe you aren’t sure if you’ll hit that 4% increase in reading proficiency this year, but you know that it is possible with the plan the team laid out and you recently purchased support for monitoring the progress. You can believe in the vision and know you have paved a challenging, but doable path forward. Belief doesn’t mean blind optimism. It means you’re committed to the journey. 

2. Break Down Big Goals Into Manageable Milestones

You don’t have to hit the big goal all at once. One of the best ways to manage the stress of ambitious goals is to break them down into smaller, more manageable pieces. Focus on short-term wins that feed into the bigger picture. If your goal is to close the achievement gap by 2.5%, start with smaller milestones like improving attendance or increasing Tier 1 instruction in the first nine weeks. 

These smaller milestones allow you to show progress, celebrate successes, and give everyone a sense of momentum. They also make the larger goal feel more achievable, which builds confidence for both you and your team.

3. Be Transparent About the Challenges

The best leaders know that ignoring challenges only erodes trust. Instead, they communicate openly about the difficulties. Be upfront with your teachers, parents, and students about the challenges ahead. Share the obstacles you’re facing, whether it’s budget constraints, staffing shortages, or external pressures.

By being honest, you build credibility and create a culture where people are more willing to support you in overcoming those challenges. When your school community sees you as both realistic and committed, they’re more likely to step up and help you make those ambitious goals a reality.

This approach reduces the personal stress that comes with trying to “get it right” every time. It also creates a culture of innovation, where your staff feels empowered to try new things without fear of punishment. When you see goals as opportunities for growth, you take the pressure off yourself and your team and open the door for real, transformative change.

4. Always know where you are at 

You don’t have to have all the answers right away. Change-makers see ambitious goals as part of a learning journey. Yes, there will be setbacks. Some strategies will work, others won’t, and that’s okay. Instead of fearing failure, embrace it as a chance to adjust and grow.

Reaching ambitious goals requires regular monitoring of your progress. Having the right staffing and tools in place to help you access insight into your progress is crucial. Having these insights and updates at your fingertips will help you act more quickly, and have a greater impact.

Conclusion: Believe in Possibility

As an leader, the fear and stress of setting ambitious goals is real. But the key is to know your team has the ability to make progress, even if the path forward is uncertain. Change-makers embrace the discomfort of ambitious goals because they know that real transformation requires pushing beyond what feels safe and easy.

Trust that the effort is worth it. Even if you don’t hit every target, the process of striving toward ambitious goals can lead to meaningful improvements. Believe in your vision, involve your community, and commit to the learning process. In the end, it’s not just about the goals you set—it’s about the progress you inspire in everyone around you.