ABSTRACT
During a training programme, trainees are likely to hear much use made of the acronym specific, measurable, attainable, relevant and time-bound (SMART) in relation to target setting. This chapter argues that these targets meet the specific and relevant SMART criteria because they have been designed to address particular developmental opportunities identified in Helen's personal statement. The attainable criterion also gives pause for thought in terms of manageability. One solution to the challenges it poses is to try to amalgamate the targets wherever possible. There will be times, during the course of the training year and beyond, when Helen's apparent progress towards the particular target will seem to be knocked back. Trainees planning, like Helen, to undertake their training within the English secondary education system as it is constituted at the time of writing, will quickly appreciate that the dominant discourse associated with assessment privileges words like measurement and progress.
