School Improvement Planning

In many school districts, staff spend days or weeks creating what is known as School Performance Plans or School Improvement Plans. This work is steeped in Root Cause Analysis (RCA), resulting in a comprehensive roadmap that defines the vision, problem of practice, data, goals, strategies, progress monitoring, and practitioner responsibilities.

When this process is done well, it is collaborative, intentional, slow, data-driven, and revision-rich. However, as a new leader, I struggled to find time to fully engage the school-wide community amid other district deadlines. Admittedly, during my first year, the process was rushed, chaotic, and pushed out of a silo that had only a few minds on deck.

The lack of fidelity to the creation process often results in a beautifully written plan submitted by the deadline but not understood, valued, or owned by the community at large. This does not mean worthwhile work does not happen; it does mean the work is not coherent, nor does it have a distinguished impact on student and teacher learning.

Core Beliefs and School Design

However, collaborative school planning is important work for our students and staff. As leaders, we bring core beliefs and values into the work, and they are not stagnant. They change as we grow. At this point in my journey, I value a learning orientation over a performance orientation. I promote compassionate leadership rather than punitive rigor. I also believe in the power of planning with assets in mind rather than having deficits drive change. Building on strengths bolsters sustainability, motivation, and perseverance. I have learned that making mistakes and taking risks are essential to learning. I no longer ascribe to the idea that failure is the nemesis of growth, and for me, it is about effort more than aptitude.

As I begin the work of school design with The Urban Education Change community, I am wedded to ideas of critical and creative thinking, research and practice, and building on strengths. I will propose that the planning document be called the School Practice Roadmap because I want us to focus on learning and the impact of our work on students via the personas of researchers, architects, gardeners, coaches, trailblazers, stewards, activists, and community builders. Also our intent is for all professional learning to be aligned with the roadmap, and the plan will be both long-term and short-term. We will backward map from a 5-year vision to years 1-4 of the work.

Our designers will focus on resisting the tendency to do so many things poorly that nothing is done well. In fact, the point of the roadmap is to ensure our community arrives safely at the well-planned destination. In fact, we will likely mine deeply enough to identify one big goal upon which to focus over the course of 5 years- a goal driven by the profiles of the school, students, teachers, and leaders we will release into the world. The challenge will be to create a streamlined map with clear language, no longer than 2-3 pages.

Why a Bridge?

For the past 22 years, a bridge has been my metaphor for leadership. This morning’s reflection has clarified my leadership metaphor “why” even more. As I become wiser, the bridge structure is reinforced, and I am earning the following of more professionals who are willing to cross over together. The bridge is sustained by humane leadership that fosters relational trust and collective efficacy.

And again, why a bridge? My leadership heart is about much more than performance. The people I serve are more than an assignment or means to an end. My work is about purpose, passion, and presence. I exist to create change leaders, both P-12 students and adults, who maximize their talents, skills, education, and their own purpose for the betterment of society. I am passionate about building connections between people, vision, values, goals, and results. I am fully present to serve individuals and teams in humane ways, helping them to arrive safely at their intended destination. Through my leadership influence, people will learn, teach, grow, serve, reach their full potential, and help others win.

As I lead The Urban Education Change Equation’s small but mighty team (Thanks, Keniq! Your voice is still in my head), I want our bridge to be a sanctuary, providing a safe harbor even amid the troubled waters of systemic dysfunction and toxic culture. We will foster psychological safety and prioritize the emotional well-being of students, staff, and all who engage with us. We will cultivate a tight- knit collaborative environment that is stable, inclusive, and welcoming.

Final Take-Aways

• There is a direct connection between your leadership mindset and your approach to school improvement planning.
• Whatever you choose to call it, the school planning process is a place to slow down the hot spots, provide time for deep thinking, and lean – in to collaboration, diversity, equity and inclusion.
• Root Cause Analysis (RCA) or any other approach only works when people feel safe enough to share ideas without the threat of punishment or retaliation.
• School planning work is destined to create mediocre outcomes if it only includes leadership voice and excludes the voice of students, teachers, administrators, families, partners and invited critical friends.
• It is important to flesh out who you are as a leader and to reflect on what this means for followers. This will help you be self – aware and more intentional about the work.
• Design your metaphor and ask for feedback. Do you really show up in the ways you think you show up in the work? Use your metaphor to reflect on the connections between its tenets and outcomes for those you lead.
• Engage your school community in unpacking their leadership beliefs. Facilitate the design of manifestos with students and staff. Synthesize the work into a school manifesto. Use it to reflect on ways your school community is showing up in the work and how this impacts school improvement outcomes. Help everyone, including students, understand their role as formal or informal leaders in the schoolhouse.
• Share your metaphor and approach to school design work. Help others, including me, become smarter!