School Improvement for All. Sarah Schuhl

      Sources: DuFour et al., 2010; Kramer, 2015.

       Figure 1.8: The work of collaborative teams.

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      As teams answer question one (What do we expect students to know and be able to do?), they create and implement the guaranteed and viable curriculum on a unit-by-unit basis. Teams answer question two (How will we know if students have learned it?) as they develop common formative assessments to monitor learning. Teams address question three (How will we respond if students have not learned?) as they examine data from common assessments for the purposes of intervening with students. Teams answer question four (How will we respond if students have already learned?) as they develop extension questions and activities that align to the learning targets in the unit. Students extend their learning while others may need extra time and support to learn. As teams answer these targeted and specific questions, they create the products of collaboration that improve schools. The administration and leadership team monitor these actions in an effort to support collaborative teams in the process. We will discuss how to answer these questions in the ensuing chapters.

      Finally, clarifying and communicating expectations is never a one-time event; it is an ongoing process of building shared knowledge as an entire staff, in team meetings, and one conversation at a time. It requires different levels of support for different groups of people. No one way will work for the entire staff. The important point is that the principal and learning team must speak with one voice. Everyone must communicate the same clear, consistent message over and over again. As each year begins, the principal, leadership team, and collaborative teams revisit and further clarify their expectations. This is the continuous-improvement cycle in action.

      As we previously stated, leadership for learning is a combination of exerting pressure and providing support. Principals practice reciprocal accountability in both their words and actions (Elmore, 2004). This means that whenever a leader holds others accountable for completing a task or goal, the leader is accountable for providing the resources necessary for success. The leadership team is the vehicle for modeling the expectations and providing the supports necessary so that every team can experience success. If the goal is highly effective and efficient collaborative teams, the question becomes, What will they need to perform at this level? It is certain they will need sufficient time to meet, clear direction regarding the work to be done, ongoing feedback, and training and resources necessary to help them succeed at what they are being asked to do. Leadership for learning develops people and harnesses the power within the organization to increase student learning.

      The key to charting a course focused on learning is to create a common vision together and commit to each other to act and hold each other accountable for engaging in that work. Leaders demonstrate what they value by those things they choose to monitor, celebrate, and confront (DuFour et al., 2016). Choose the most important factors presented in this chapter that will improve student achievement at your school based on your current reality and needs. Be willing to address an obvious problem and hold people accountable for the collective commitments and core practices that are essential to improved results. What you permit, you promote. Be intentional and purposeful in promoting the right work.

Reflect and Take Action

      The rubric in figure 1.9 shows levels in charting a course focused on learning. Look at the rubric to determine staff strengths and next steps to plan the actions necessary to improve learning.