Many of you know how it feels to be on a diet and not be successful. You stick to your diet plan during the week, but you find yourself bingeing on the weekend or special occasions. After you successfully lose the weight, the minute you go off the diet, you gain all of the weight back and then some.

One of the major reasons that diets fail is that individuals don't do all the things that are necessary to lose weight. Successful dieters must look at all the principles that make weight loss attainable, such as setting goals, sticking to a realistic eating plan, exercising consistently, and joining a support group. A lack of attention to any of these processes will yield diminished results, dieter frustration, and, ultimately, abandoning the diet.

Diet failure also occurs because so many people view diets as a quick fix rather than a lifestyle change. Dieting can't be something that occurs five days a week and then thrown out the window whenever the mood strikes. Long-term, sustainable weight loss is a result of rethinking what and how you eat and increasing your daily physical activity. It has to be a lifetime commitment and a lifestyle change.

Why are we discussing diets in a book focused on school improvement and student achievement? The lessons learned from unsuccessful diets provide insight into why school improvement efforts for many schools and districts have failed. School improvement efforts can often feel like the latest diet fad. It is not uncommon to see school administrators implement programs that they think will make a difference, only to abandon them a year later because of a lack of results, commitment, or follow-through. It is also not uncommon to see principals and teachers frustrated and burned out from working long hours on a myriad of initiatives that do not result in higher achievement for their students.

Individual schools and entire school districts must move away from the quick fix and take a systemic approach to school improvement if they want real, sustainable improvement for all students. Long-term improvement can only happen when all pieces of the process for school improvement are in place. This book is about putting those pieces together and implementing a blueprint for school improvement. This book also focuses on how administrators, both at the school and central office level, can approach their work, change what they do, and create a commitment to real lifestyle changes.

Fundamental Precepts

Just as architects and builders work from a fundamental set of architectural principles and experiences, we use our own set of bedrock beliefs and values that guide our work and shape ideas about how schools can improve. Successful dieters and successful builders use the same basic principles for success—repeated application that results in lasting changes and sustained development. Below are the fundamental beliefs and values that underlie the blueprint for school improvement.

Schooling Is About Student Learning

For educators, the primary mission of schooling must be focused on student learning. As simple as this sounds, a myriad of other distracters prevail to interrupt this basic mission. Schooling that is focused on learning and academic achievement should be at the top of the list of priorities for educators. Therefore, administrators and teachers must hold true to this mission and put teaching and learning decisions first. This means giving the highest priority to the activities that support top-quality teaching and learning. Only student safety supersedes this mandate.

Five Core Processes Are Aligned to Improve Schools

The five processes that we use for school improvement are not new to teachers and administrators who diligently seek to raise the bar for their schools. We call these five essentials the blueprint processes.

1. Establishing a mission, vision, and values that guide the general direction of the school and its future actions,
2. Using data analysis, which includes both collecting and interpreting data, for better decision making,
3. Using school improvement planning to guide goals, strategies, decisions, and action steps and to create a working plan for the school,
4. Reshaping professional development to become the engine of school improvement, and
5. Differentiating supervision of teaching and learning to monitor how processes are working inside classrooms.

Each Process Has Its Own Power Tools to Make the Work Happen

Having a process without practical tools for implementation is like a builder having a blueprint without the materials or tools to construct a home. Successful processes for school improvement come with the kind of power tools that get the job done more efficiently and effectively. Administrators who use these tools frequently and effectively will see sustained results. A description of these tools will be discussed in later chapters.

The Blueprint Processes Must Be Aligned for School Improvement to Happen

We firmly believe that when school improvement processes are aligned, consistent, strong gains will occur. Many, if not most, schools and districts claim to have all the school improvement processes that are outlined above in place. For example, they have a mission statement, and they analyze data. They have a school improvement plan and regularly conduct professional development activities. They even have supervision strategies in place. What they don't have is alignment. When the processes aren't working in harmony with each other to produce the desired results, time and energy spent ensuring that each process functions alone exceeds the time that is spent when the processes work together. When the blueprint processes are aligned, success in one area reaps results for all the other processes. In her book Getting Excited About Data (2004), Edie Holcomb notes, "I have rarely seen a fully aligned system. But I have observed that the districts with the most tightly aligned and data-driven approaches to change and improvement are also those [that are] making a difference in student achievement" (p. 2). Aligning the blueprint processes results in sustained improvement.

School Improvement Is Not Done Until Full Implementation Is Achieved

The work is not completed until every child benefits from the innovations put into place to improve the classroom. In her early days as a school principal, Nancy worked with her faculty to implement several literacy practices. During her daily visits to classrooms, she observed the blueprint practices being applied in a number of classrooms and was overjoyed that the students appeared to be benefiting from the innovations. She even paused to marvel at the power of instructional leadership and its influence on the students in the classroom. Thinking that all was going well, Nancy was very disappointed when the state test results arrived and the improvements were not as she expected. Only a few students benefited from the few teachers who completely embraced the initiatives that were put in place through professional development. After deep reflection and study, she realized that her joy about implementing the program was reserved for only a few teachers who actually followed through on the innovations. Those stark realities led Nancy to begin fully implementing the program for improvement throughout the school.

Every child deserves to have the best practices in the classroom, not just those students who are fortunate enough to have a strong teacher that year. Full implementation means that everyone engages in the school and district improvement efforts at a high level.

Strong Principals as Instructional Leaders Make Strong Schools with High Achievement

When strong principals become instructional leaders for their staff, they create strong schools with high achievement. The principal must be smart about teaching and learning. There is no shortcut for this practice and no substitute for the critical role of instructional leadership. Therefore, investing in ongoing professional development for principals and setting high expectations for their role as leaders will give them the best chance of fully implementing the blueprint processes in their schools. Through our collective experiences of working with principals, we have seen how aligning the blueprint processes affects the changes that are needed in schools today.

The Central Office Serves the Schools and Provides the District with a Vision

Central office administrators also serve as leaders for schools by meeting the needs of the school and providing a unifying vision for the district as a whole. The role of the central office is about providing service, not being served. It is about developing and casting a vision for what the district can become and then making that vision possible. Serving schools means caring for their physical needs, such as providing materials, supplies, and facilities and meeting their personnel needs. It also means ensuring that curriculum is aligned to standards and that schools have support for assessment. We believe that central office supervisors, especially those who supervise principals, must be models of instructional leadership. These leaders should serve principals as coaches, mentors, and supervisors.

Creating Urgency to Improve Performance

Creating a sense of urgency in schools means developing a clear mandate for improvement, one so clear it cannot be ignored. Operating with a sense of urgency includes developing an intense focus, raising levels of concern, and creating a climate where continuous improvement guides all decision making. Schools and districts with a sense of urgency never quit. Their search for improvement moves to the next level because they want all students to learn. A sense of urgency is not reserved for districts that are in dire need of improvement, have limited resources, or are in danger of losing all credibility. Urgency matters to every district and school that clings to the vision of having every student be successful. Until that goal is accomplished, a state of urgency should permeate the work.

Building Trusting and Respectful Relationships

The ability to form trusting and respectful connections with others greatly influences the chance for success in all other aspects of improving schools. The best practices, programs, and processes rely on people to implement them. The culture of the school and district emanates from the relationships among its members, and without genuine respectful relationships, the chances for instituting the processes for school improvement greatly diminish. One must establish and nurture a sense of trust and respect among those who do the work and those who benefit from it. In discussing the human side of making change in schools, Robert Evans (1996) emphasizes the importance of helping people who implement changes to let go of old ways and welcome new commitments. Building collegial relationships helps to foster collaborative thought and collaborative action.

Developing an Intense Focus

Developing an intense focus means that school leaders have a laser like commitment to a task. They have clearly defined the pathways for school improvement, they set priorities for progress, and they work without ceasing to see their plans enacted. When schools and districts have an intense focus, nothing deters them from accomplishing their short-term or long-term goals. All of their resources are pointed in one direction, and when the goal is accomplished, their focus moves up to the next level, and they are ready to meet the next challenge. We believe that developing an intense focus helps to set apart leaders who make it to the finish line and are successful with implementing important initiatives and improving their schools. On a practical level, leaders with an intense focus make genuine plans and follow through until they reach their goal, actively seek data to support their progress toward their goals and strategies, and spend significant time in the classrooms to monitor students' learning.

There is a scene in The Empire Strikes Back where Luke Skywalker attempts to extract his plane from under swampy waters. He uses the Force, as taught to him by Jedi master Yoda, but he fails to lift the plane because he allows himself to be distracted by noises around him. He believes that the task is impossible. Yoda demonstrates the power of intense focus, and he summons his mastery of the Force to lift the plane from the swamp. Luke expresses his disbelief at what the teacher has done, to which Yoda replies, "That is why you fail." A leader's ability to develop an intense focus will determine his or her overall success towards improving schools.

These precepts guide our thinking and our actions for school improvement. Our ideas did not happen over the course of a few days or even months. These precepts evolved from our experience of working with the processes, making mistakes, and achieving success along the way. These experiences helped us to form the beliefs and values that we express in these precepts.

Throughout this book you will notice that we liken the work of a principal or central office administrator to an architect or builder. Our purpose in using this analogy is twofold. First, we feel this analogy will help readers develop a deeper understanding of the concepts and processes presented throughout the book. Second, it helps to illustrate the necessity for using a common set of tools to keep the work of school improvement on target. It has been our experience that without the tools in this book, we would have had limited success in increasing student achievement. We know that architects or builders would not approach their work without the right tools, and our hope is that, after reading this book, you will do the same.

Book Overview

We use the following format in each chapter to guide readers throughout the book:

• Opening Anecdote: We open each chapter with a brief vignette that is taken directly from our experiences. These anecdotes serve as a bridge to understand why and how the processes in each chapter were developed.
• Essential Questions: The essential questions will frame the chapter and serve as the focus for the subsequent discussion.
• Practical Solutions: This section contains the meat of each chapter. The practical solutions provide an explanation for the specific tools that we use to facilitate the work.
• The Role of the Central Office: Each chapter contains pertinent information for central office administrators. This section addresses the unique needs and demands of this role as it relates to school improvement.
• Reflections from the Field: This section provides a closing reflection from our experiences that helps put the preceding discussion into context and deepens readers' understanding. Each reflection is drawn from actual memos that we have used during our tenure as central office leaders. Readers can use these reflections as a model for how central office leaders and principals can develop relationships.
• Touchstone Texts: We include a list of references that we use as the foundation for the discussions in the chapters.

Chapter Overview

Chapter 1: Developing Curriculum Leadership and Design

Power Tools: Curriculum Guides and Pacing Curriculum Guide

The power tools are useless without an energy source. A strong curriculum is the power source for improving schools. Without a rigorous and thoughtful curriculum, the work in classrooms falls short of excellence. Chapter 1 provides fundamental processes for developing and implementing a strong curriculum throughout the district. This chapter also shows readers how to align teaching and learning practices with school improvement efforts. Practical techniques and forms are also included in this chapter to help school leaders create solid curriculum documents in a timely fashion.

Chapter 2: Aligning the Design for School Improvement

Chapter 2 provides an overview of the five core processes that are necessary for school improvement. This chapter describes how the processes are aligned with each other. Recognizing alignment and its significance and the first blueprint process, developing a mission and vision, are also discussed in this chapter.

Chapter 3: Making Sense of the Data

Power Tools: The Black Folder, The State of the Schools Report, and The School Portfolio

Chapter 3 explains how school leaders can organize data in a way that helps to facilitate their understanding. This chapter also provides an in-depth discussion on developing the State of the Schools report and the school portfolio. The State of the Schools report is a cumulative report that helps administrators understand the big picture and focus on the next direction for the district. The school portfolio is a cumulative report for schools that uses district and school data.

Chapter 4: Providing Accountability for the Data

Power Tool: The Data Consultation

A plethora of data exists in schools today. Chapter 4 shows school leaders what data to use and how to be truly accountable for the information. This chapter also outlines another tool critical in the school improvement process, the data consultation. The data consultation consists of a scheduled conversation between the school administrative team, usually the principal and the assistant principals, and one or more central office administrators. The school portfolio or data collection system, the school improvement plan, and the school professional development plan serve as the primary resources for the discussion.

Chapter 5: Working the Plan for School Improvement

Power Tool: The School Improvement Plan

Chapter 5 focuses on developing a school improvement plan that actually drives improvement. This chapter emphasizes how the school improvement plan can be aligned with the other blueprint processes, and it also shows the important distinctions among goals, strategies, and action steps. Techniques for engaging and monitoring the staff in the school improvement process are also included in this chapter.

Chapter 6: Developing Powerful Professional Development

Power Tools: The Professional Development Plan and Look Fors

Long before No Child Left Behind, educators understood the importance of highly qualified staff. The conundrum was how to align professional development efforts with school improvement processes and hold people accountable for implementation. Chapter 6 focuses on developing a meaningful and relevant professional development plan that aligns with the other blueprint processes and raises student achievement. Look fors, another power tool that helps school leaders align and fully implement school improvement processes, are also discussed in this chapter.

Chapter 7: Supervising Teaching, Learning, and People

Power Tools: Walkthroughs and The Postobservation Conference

Just as architects have tools for monitoring the progress of new construction, school and district leaders must also have tools for monitoring people and progress. Too many schools have engaged in school reform efforts without planning time for actually doing and maintaining the work. Chapter 7 addresses how supervising teaching, learning, and people fits in a framework for school improvement. The walkthrough and the postobservation conference are two power tools for this framework. The walkthrough is a tool for monitoring the school improvement plan and professional development efforts. Examples and benefits of different types of walkthroughs are discussed in this chapter. The postobservation conference is also examined as a part of differentiated supervision.

Chapter 8: Creating Leaders for School Improvement

Power Tools: The Weekly Message, Principals' Academy, and Monthly Principal PD Meeting

If the right tools are placed in the wrong hands, a successful structure cannot be guaranteed. The role that school and central office leaders play will determine whether the structure will have an effect on student achievement. Chapter 8 goes beyond identifying the essential qualities of a strong instructional leader and provides concepts and tools that help all leaders keep their focus on teaching and learning. This chapter also discusses professional development for principals and building and developing relationships with mutual trust and respect among all school leaders.

Processes and Power Tools

Increasing student achievement is no small task. An architect plans and designs a project using broad architectural concepts and processes. A builder and his crew use power tools to make the work a reality. The concepts (i.e., major ideas), processes (i.e., how to approach the work), and tools (i.e., devices used to do the work) are necessary for solid construction. When we approach improving schools, we have to be both the architect and the builder. We need to know the broad concepts of school improvement, the processes and action steps that are needed to achieve a particular goal, and the specific tools to help make the work happen. A list of the broad concepts, school improvement processes, and accompanying tools is found in Figure I.1. The most successful schools and districts understand that these concepts, processes, and tools are necessary for improving schools and aligning the blueprint processes. Chapter 2 will discuss alignment in more detail.

Figure I.1. Processes, Concepts, and Power Tools

Processes	Concepts	Power Tools
Mission, Vision, Values
Data Analysis		The Black Folder  The State of the Schools Report  The School Portfolio  Data Consultation
School Improvement Planning		School Improvement Plan
Professional Development		Professional Development Plan  Look Fors
Supervising Teaching, Learning, and People		Walkthroughs  Postobservation Conference
	Curriculum	Curriculum Guides  Pacing Curriculum Guide
	Leadership	The Weekly Message  Principals' Academy  Monthly Principal PD Meeting