Education organizations have a responsibility to also be learning organizations. Recently, Mira Education staff Alesha Daughtrey and Lori Nazareno, alongside Richland School District Two principal Dr. Cassandra Bosier, had the opportunity to present at the Learning Forward’s 2023 Annual Conference. The conference theme, Evidence into Action, concentrated on evidence-based practices and bridging research and implementation to improve student outcomes.
Their session focused on, “Leading Collectively: Strategies for Effective and Inclusive Change,” and participants explored ways their districts and organizations are seeking to improve. Those changes covered almost every aspect of what schools do: teacher retention, making up for learning loss, supporting new educators, addressing needs of increasingly diverse learners, engaging students and families, and taking on new instructional approaches.
But as different as these improvement challenges sound, their success turns on the same three interlocking questions – questions not uncommon across schools and districts.
How do we find time to do the work that makes improvement possible?
There will never be enough time in the day – let alone in a school schedule – for everything educators want to do for their students. The secret to success lies not in making time for everything but getting clear about the most important thing for right now – and then systematically releasing everything that stands in the way of that focus. Leadership means presence not everywhere, but where your expertise can be most supportive. Releasing the tasks that do not require your expertise is an effective strategy for finding time to address the priority that does.
How can we intentionally set priorities?
The word “priority” means “something that comes before all other things.” If we have multiple priorities, we don’t know which of those comes before the others – and then we have no priority at all. So, the secret is in choosing a singular priority that is most critical for what we need to do and lead now, knowing we can select a new priority once we’ve tackled the first. Until then, other matters may be important focuses or things to watch, but they are not our top priority.
How do we build the idea of “one team”?
When working in a team, defining a single priority for work can feel more complex. It is also an opportunity to do two things.
First, we can acknowledge that each individual on a team has a different role, perspective, and bank of expertise that informs a distinct priority. Sometimes, we disagree about what others’ priority should be. Those disagreements can be challenging to navigate but are essential to getting to shared clarity about how each professional contributes.
Second, we do have to agree on a team priority: the singular aim to which all of our efforts add up. We may disagree on this too at times, but developing a sense of authentic collaboration and co-ownership of work relies on a shared vision. Without it, we can’t have a common identity for our teams.
If these questions sounded familiar, we invite you to join us – whether you joined our session or not. Download the session handout for a free resource for school improvement planning and more information on leading collectively.