Top 3 Common Mistakes Made During School Improvement Planning
And How to Remedy Them
School improvement planning is an essential part of fostering growth and creating a positive, effective learning environment. However, even with the best intentions, many schools struggle to execute plans that lead to lasting improvements. To shed light on the most common mistakes and provide strategies for addressing them, we reached out to several seasoned SchoolWorks team members. Here are the key mistakes they’ve observed working directly with schools and their expert recommendations for avoiding those common pitfalls.
1. Excluding Stakeholders from the Process
One of the most common mistakes made during school improvement planning is not engaging all relevant stakeholders in the process. Nicole Kessler, a SchoolWorks leadership coach, emphasizes that this is not only a missed opportunity for gaining valuable insights but can also create equity issues, particularly if the voices of marginalized or underserved groups are left out. Similarly, SchoolWorks project manager Chad Ferguson stresses the importance of involving a diverse group of stakeholders in both the development and ownership of the plan. If key groups such as teachers, counselors, students, families, social workers, and relevant community members are excluded, the plan can lack depth and support, resulting in poor implementation.
REMEDY:
To address this mistake, both Nicole and Chad recommend actively seeking and including input from all stakeholders. Schools should create opportunities for diverse groups to share their perspectives through surveys, focus groups, interviews or even open forums. Additionally, Chad highlights the importance of scheduling meetings at times that are convenient for participants and avoiding the expectation that people will “volunteer” their time outside of regular hours. Regular communication and feedback loops should be built into the process to ensure transparency and to keep everyone engaged. By involving all relevant parties, the plan will be more inclusive and responsive to the community’s needs.
2. Lack of Ongoing, Data-Driven Monitoring
Rebecca Watson, a SchoolWorks project manager and leadership coach with extensive experience in school improvement, identifies another major mistake: relying on infrequent, low-touch, and reactive monitoring systems. Many schools rely on quarterly assessments or unit tests as their primary methods of tracking student progress. While these assessments have their place, they often do not provide timely data that can be used for making immediate instructional adjustments.
REMEDY:
Rebecca recommends using short-cycle assessments aligned with school goals, conducted bi-weekly or even more frequently, to gather more immediate and actionable data. Regular data collection at a granular level offers a significant benefit for educators as well—by reviewing student data consistently, teachers and instructional leaders can establish a common language and strategy-sharing system. This collaborative approach creates a stronger support system for both educators and students, as it fosters continuous improvement through ongoing discussions and adjustments. By embedding data-driven conversations into the fabric of the school, instructional leaders can make real-time decisions to improve student outcomes and foster a collaborative culture among staff.
3. Lack of Clear Leadership and Accountability for Key Priority Areas
Danielle Tschirhart, a SchoolWorks project manager with a background in school operations, highlights the importance of clear leadership and accountability for each key area of the school improvement plan. A common mistake is when there is no designated champion for specific growth areas, or when the principal is expected to oversee every aspect of the plan. This can lead to gaps in leadership and accountability, making it difficult to maintain focus and track progress.
REMEDY:
Danielle suggests that each priority area should have a designated leader other than the principal. By distributing the responsibility, the principal can focus on holding each leader accountable for their area, ensuring that no part of the plan is neglected. She also recommends creating a clear monitoring protocol to track progress and ensure all leaders are aligned with the school’s goals. Having specific individuals lead different areas of the plan helps to create clear accountability and ensures that all priorities receive the attention they need.
Ensure Effective School Improvement For Your Team
School improvement planning is a complex process that requires careful thought, inclusivity, and ongoing reflection. By avoiding these common mistakes, schools can set themselves up for long-term success and invest in proven strategies that improve student outcomes. Each of the SchoolWorks team members emphasizes the need for collaboration, data-driven decisions, and shared responsibility to ensure that school improvement efforts are both impactful and sustainable. Just like anything genuinely impactful, it takes a village and a shared vision.
So, let’s get down to the business of school improvement!
Many thanks to our awesome team for sharing their insights for this article!
Chad Ferguson,
SchoolWorks Project Manager
Rebecca Watson,
SchoolWorks Project Manager
Danielle Tschirhart,
SchoolWorks Project Manager
Looking for support in your school improvement efforts? Reach out to the SchoolWorks team at hello@schoolworks.org anytime to set up a call.
