Sometimes you gotta run before you can walk. ~ Iron Man

As many readers will know, Tony Stark is a Marvel character and a founding member of the Avengers. He’s also a brilliant inventor and CEO of Stark Industries. Stark invents Iron Man to help fight villains. And, if you have leadership on the brain no matter what you’re doing–like watching a science-fiction movie–like we do, you take note of the ways in which Tony Stark is innovative. 

First, the number of suits that Stark creates demonstrates the diversity in his thinking, the multiple angles in which he views a problem, and the pursuit of never-ending improvement. Second, Stark explores an abundance of ideas with both speed and precision. And, third, maybe most importantly, he takes risks. He challenges himself to get better, be better, and grow stronger because his purpose is resolute. Granted, Stark definitely has character flaws. He is brash and arrogant, but his innovative ways undoubtedly make him a unique contributor to the team. 

You might not love Tony Stark or even the Avengers. But, school leaders must support innovation. We can’t expect new and different results by continuing to do what we’ve always done. The problem is that a culture of innovation often feels like “one more thing” to staff, and comments about “the new shiny project” or “this too shall pass” can quickly take the wind out of your innovation sails. 

The difference between school leaders who successfully weave innovation into the culture and those who don’t can be found in their approach to the three concepts that we draw from Stark. Let’s explore the model and dive deeper into all three. 

A Culture of Innovation Requires Diversity 

The Google search rate for the definition of innovation exceeds 74,000 searches per month. People clearly want to know what it means to be innovative. Science, technology, and innovation can be at the center of economic development, which is one reason why STEM is so popular in schools. But innovation doesn’t always mean science and technology. In fact, innovating in schools is often about doing something different versus just doing what we’ve always done and expecting different results. 

A first step, for any team that wants to drive innovation for change within the school culture, is to establish a definition of innovation. This makes it so that everyone is crystal clear what we mean when we talk about innovating. 

TheSchoolHouse302 Definition of Innovation 

Any new idea, program, project, or initiative that enhances or alters what we used to do, creating something new and different.  

One thing is for certain, leaders who want to drive innovative decision-making through a culture that embraces change, have to diversify the staff and the teams who are making the decision. Research finds that when teams are diverse, not only do they analyze and process facts more carefully–staying objective with the problem as opposed to subjectively inserting an opinion–they innovate at a greater speed. Homogenous groups, on the other hand, may be more comfortable for leaders to establish, but their conformity discourages innovative thinking.

School Leadership Tip #1: 

Reflect on the diversity of your staff. Consider their culture, race, age, gender, or expertise. Don’t settle for the makeup of the team as it stands. Just because the team formed itself, or was already in place, doesn’t mean that we can’t add people to it to make it more diverse. Not only should you be hiring for diversity on your staff–recruiting as best you can–you should be using the diversity that you already have on staff to create more innovative teams. 

A Culture of Innovation Requires Open Dialogue 

For innovation to be a norm within your school culture, people need to be free to express new ideas in their peer groups and to their supervisors. This is unfortunately not the case in every school; new ideas are often stifled by staff who perceive their peers as creating more work for them with new ideas, and leaders can often thwart new idea generation by communicating that if new ideas don’t come from them then they aren’t as important. 

In a culture of innovation, every new idea is welcomed and celebrated. This is not to say that every new idea is implemented, but it is given the chance to be heard, tested, and reviewed for its merit. In these cultures, we find that leaders have a specific method–meeting structures, timelines, communication platforms, etc–for people to express new ideas. And, research, data, and evidence are almost always presented in a way that supports a change. This type of environment is collegial, and staff feel free to challenge each other and their supervisors in a productive way. 

School Leadership Tip #2: 

Actively create a culture of open dialogue. This will not occur on its own. Start by creating what Jennie Magiera calls a Critical Friends group. A first step to creating a culture where new ideas are free-flowing is to develop spaces and times for it to happen. These can be established and supported much like an Edcamp. These spaces and times will widen and expand as you continue to push people to challenge the status quo until one day you’ll be surprised by how accepting people are of new ideas, and innovation will become a norm within the culture. 

A Culture of Innovation Requires Risk-Taking

Innovation in a school cannot rise above the leader’s willingness to support it. Leaders who actively support and build a culture of innovation are also the ones who encourage staff to take calculated risks and fail faster as they implement. They do their best to create situations and scenarios where teachers can simulate and role-play as learners who are trying new strategies, but they also promote mistake-making and progress over perfection. 

School leaders cannot underestimate how stressful risk-taking is in schools. The status-quo is safe and known; innovation is the exact opposite. Leaders who create a culture of innovation are able to help staff recognize the power of innovation and how it improves their professional practice, which decreases stress as anxiety. It’s a mindshift for staff that risk-taking is worth it, that it is exciting, and that it is one of the most important ways in which we make improvements. In this type of innovative culture, people view mistakes as valuable and don’t worry about whether or not something is going to work well the first time. 

School Leadership Tip #3: 

Praise effort rather than always looking for quality execution. Leaders can learn to praise teachers for their effort and willingness to take a risk that rewards the implementation of a new idea even if it is not perfect the first time. Of course, we want new strategies to be effective, but the only way for that to happen is through the evolution of practice. You can grab our model for praise and use it right away for those who are willing to take a risk. 

From a Culture of WHY to a Culture of TRY 

A very recent movement in organizational design is for leaders to consistently communicate the WHY of the organization or even that of a project so that staff can embrace the rationale behind it. We embrace this type of vision setting strategy for school leaders, but we also know that it cannot stop there. Schools are dynamic and complex, and everyone is not going to share the same WHY, even when it’s described in detail and is backed by research and evidence; as Doug Reeves says on our One Thing Series podcast, buy-in a myth. For this reason, school leaders should push past a culture of WHY and move to a culture of TRY.

Next time you focus on the WHY of your new innovative idea, be sure to include a “bias for action” and develop a culture of TRY. The key is to establish a small coalition of people who are willing to put something into practice before it’s totally understood. These folks are typically the ones who know that the current system is broken. They may not be Gung Ho! about the new idea, but they are passionate about change. They’ll go first, and they’re movement will be what others see. This public display of “trying something new” is sure to spread, which is what changes the culture from wanting to know the WHY to a willingness to give something new a TRY. Use the following three action steps to put this school leadership model for innovation into practice in your school. 

The Innovative School Leadership Model in Action:

1. Reflect on the diversity of your team.
2. Actively create a culture of open dialogue.
3. Praise efforts for trying something new.

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

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Be not afraid of growing slowly; be afraid only of standing still.  ~ Chinese Proverb

It’s safe to say that most educators epitomize lifelong learning. They desire to learn more about their subject, their students, new techniques, and effective practices. The real question isn’t if teachers want to learn and grow, but rather do they want to learn and grow from what you are offering? Candidly, as educational leaders, practitioners ourselves, we know that is a tough question to ask ourselves and our staff. The answer may be difficult to hear, but this blog is about real talk for real leaders, where we willingly face some uncomfortable truths for the betterment of our schools and students. And, what we know is that schools that act as centers of adult learning thrive in ways that other schools don’t. It’s that simple, and that’s the hard part. The harder part is knowing how to build a culture where everyone wants to learn and grow together.

As educational leaders, we know that we don’t always have the liberty, time, capacity, or need for à la carte items that will satisfy every learning palate. Additionally, with increased mandates and required training, there is less flexibility on what can be offered to our staff. Yet, the truth is that there still is a way to cultivate and develop a culture that recognizes, appreciates, and understands the learning needs and growth experiences of every single person.

21st Century effective school leaders embrace their responsibility to prioritize professional learning and growth for every staff member. A robust adult learning culture is the only way to develop specific skills and build capacity in-and-out of the classroom. This effort requires a sophisticated but practical approach so that teachers and support personnel receive multiple layers of learning–as individual contributors, in teams at the school and district level, and through opportunities to learn about leadership. 

There are multiple positive effects of this effort and culture-building. One is an improved and highly skilled teaching core; two is increased student performance within the classroom; and three is developing leaders among the staff. 

In a series of studies, the Wallace Foundation uncovered that there are five critical practices that are essential to school leadership. For this post, we want to highlight two that we believe have the greatest impact on student achievement and a school-wide culture that is focused on learning. The two practices that effective leaders must excel at are:

1. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision. 
2. Improving instruction to enable teachers to teach at their best and students to learn at their utmost.

To achieve this end, we developed a three part model that takes inventory of where people are on their personal professional learning journey, the overall school professional learning plan, and the leadership opportunities that are offered throughout the school year. The power in following this model is in the alignment of the three areas, how they coordinate and support one another, and how they reinforce the two practices that The Wallace Foundation described above.

Individual Learning and Growth 

For schools and districts to develop valuable, worthwhile, and results-oriented professional learning, the overall “health” of the organization must be good. According to Lencioni, “at its core, organizational health is about integrity, but not in the ethical or moral way that integrity is defined so often today. An organization has integrity–is healthy–when it is whole, consistent, and complete, that is, when its management, operations, strategy, and culture fit together and make sense.” Great schools build great teachers within healthy systems. 

This means that school leaders work to build an environment where the individual strengths and weaknesses of a teacher are known and supported–where teacher goals reflect not only their student data but their own growth and development. This is an environment that embraces risk-taking where teachers willingly try new strategies, implement new ideas, and toy with new resources. It’s a mindshift for some schools, but this mentality about learning and growth fall within a school leader’s control. 

We’ve often heard that people don’t quit jobs; rather, they quit bosses. But, that’s not the full story. The truth, found within one study at Facebook, is that the decision to exit can be because of the work. “They left when their job wasn’t enjoyable, their strengths weren’t being used, and they weren’t growing in their careers.” This is why tuning into the individual teacher is critical. A teacher can literally spend their entire career in the same classroom. Yet, they can have a unique and exciting experience every day as long as the context of their growth is central to how they interact with their work, their students, and their peers. The opposite is also true; isolated teachers don’t grow and can become disenfranchised by their work. 

Great leaders apply pressure and support. They support and encourage individual growth with an expectation that everyone is a learner. Doing so at the individual level demonstrates a leader’s capacity to improve instruction by enabling teachers to teach at their very highest levels. 

Technical Tip: Inventory your staff’s unique skill sets. Every school should know who excels at what and how they can lend their expertise. Some may excel at blended learning, while others are incredible at developing higher order thinking questions. Can you answer these two questions:

• I know my staff’s unique skills?
• I actively build a culture that allows teachers to build on their strengths?

Professional Learning

Every school has a dynamic staff with a unique set of talents and skills. Knowing what those skills are is vital to a staff’s growth, which also means professional learning cannot be a one-size-fits-all model. Educational leaders sometimes underestimate how personal a teacher’s classroom and expertise is and simply offer what they believe is best for everyone at the macro level. Great professional learning, according Linda Darling Hammond, “is most effective when it addresses the concrete, everyday challenges involved in teaching and learning specific academic subject matter.” 

This is why we appreciate the work of Michael Mankins and Eric Garton. In Time, Talent, Energy they claim that “perhaps the most transformational thing a company can do for its workforce is to invest in creating jobs and working environments that unleash intrinsic inspiration. This is the gateway to the discretionary energy that multiplies labor productivity: An inspired employee is more than twice as productive as a satisfied employee and more than three times as productive as a dissatisfied employee.” We wrote a ton about this concept in Retention for a Change if you want to know more about how this works in schools. 

The key is unleashing the intrinsic inspiration by learning the staff’s strengths, understanding what they need to improve their day-to-day performance, and tapping into discretionary energy by ensuring that professional learning is relevant to the individual, timely in terms of need and execution, and quality as an engaging offering. Teachers want their students to succeed, so the greater connection they see between professional learning (relevant) and their classroom, the more invested the teachers will be.  

Technical Tip: Review your professional learning (PL) calendar and determine the level of alignment between the offerings throughout the year and your answers to these two questions:

• Is PL aligned to what improves instruction?
• Is PL relevant to staff during the time we’re offering it?

Leadership Opportunities

The first national presentation we ever led was on teacher leadership at the ASCD Conference in 2015. Since that time, we’ve taught and coached on several different topics, but teacher leadership and feedback cycles remain near and dear to our heart and what we’re mostly requested to help with in schools around the country. Why? Because as former principals, we know that any effective school has incredible teacher leaders and that they deserve quality feedback on their leadership skills (not just their ability to teach well). And, developing teacher leaders is an active pursuit. We fully agree with the words from these directors from New Leaders, “our most successful principals unfailingly encourage and cultivate leadership among their teachers so that the burdens and rewards of conceptualizing and carrying out instructional improvement efforts are shared.”

Effective school leaders use teacher leaders to fulfill the vision and mission of the school, which is the other critical practice identified by The Wallace Foundation. This intentional development should build teachers to take on a variety of roles from professional learning responsibilities, non-evaluative and non-threatening peer observations, researcher roles, community outreach, assessment team leader, and a host of other possibilities. The truth is that there are so many responsibilities that leaders work to control, and, if they’re just willing to work with their staff, developing leaders among them, then the school will accomplish so much more and grow in diversification and authenticity. 

Technical Tip: Effective leaders spend time actively developing teacher leaders because they know that they cannot do it all. Make sure your leadership team agenda includes book studies, case studies, and more. Answer these two questions: 

• Have you asked your staff for help, to specifically lead initiatives or other areas, where support is needed?
• Do you actively invest in teacher leaders in meaningful ways, such as book studies and other important time spent at meetings with leaders? 

Measuring the Degree of Growth in Schools

One way to know if people are growing and feel that their growth is supported is to ask. Great leaders measure effectiveness and take inventory. We always talk about measuring what matters, but few leaders measure whether or not the culture is one that can be described as growth oriented.  

That’s why REPSS has an entire section dedicated to growth, and all of the questions are about the five principles from above. The support section questions are below, and you can get the whole survey in our Building a Winning Team book. 

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

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Charles leaned back in his chair after a long week, feeling the weight of his school community’s needs. All things considered, the school has handled the pandemic well. He looks over at this year’s motto hanging on the wall, Stronger Together, and is reminded of how much they have overcome. He also knows that his teachers and staff are tired. The uncertainty in the world and in their community creates an intensity that makes one hour feel like two. 

He also sees it among his students. Their reactions to situations, or should he say, overreaction indicates frustration. A minor situation escalates fast, and students are on edge. Resilience and grit are needed now more than ever. Although the pandemic seems to be in our rearview mirror, the toll it has taken on many is significant. And some students are wrestling with how to move forward, which is evident in how easily they want to give up on things. 

Despite all of this, Charles is confident in his school and the great people with whom he works. He also realizes that as the school year winds down, they must finish strong. The next three months have to be incredible. Understanding Kahneman’s peak-end rule, Charles knows that a strong end to this school year will help start next year even stronger. Although there’s no easy answer, he understands that he has to connect with those he serves, hear from them, and truly listen so that he can build a culture of support. If he wants to lead better and support his community, he has to know what they are thinking and feeling.

Listening for Greater Support

Getting individuals to open up and be candid, requires a level of trust within the school culture. The upheaval and loss that the pandemic brought with it is hard to fathom and impossible to quantify. Effective principal leadership is needed more than ever, and it starts with listening to the individuals we are actually working to serve. 

• Teachers: Voices from the classroom
• What are teachers experiencing in the classroom?
• Probe to uncover insights about their experiences and their students’ needs.

• Support Personnel: Voices from the staff
• What are support staff experiencing?
• Probed to uncover insights about their experiences and their students.

• Students: Voices from the students
• What are students experiencing within the school?
• Probe to uncover insights about their experiences.

Figure: 1 Model for Voices to Hear

The intent to listen is to truly uncover the experiences that people are having. Great principal leaders use an inquiry-based approach to better understand what is occurring so that effective decisions can be made. There are a few ways to achieve this in schools. Although online surveys are efficient and effective, we suggest a couple different methods–from surveys to group discussions to one-on-one conversations. The purpose of each is to gather as much accurate and real data as possible to focus the work at the most granular level. This is what will drive support because school leaders will know what to prioritize based on the data. Without the information from surveys and conversations, we become susceptible to working hard but working on the wrong stuff. 

For example, Charles may decide to leverage group discussions with the support staff, school counselors, nurses, deans, etc. to gain a clear account from what they are experiencing and what they are also seeing in their students. This valuable information can provide insight that can support the social and emotional efforts in the school. Leveraging incredible resources like CASEL is vital, but only if it is aligned to needs within the school. We think of this process–identifying trends and key points of information–similar to what we find in the medical field. General practitioners are invaluable and treat the everyday needs of the community, but if our issues are no longer cured with that approach, we need a specialist–someone who is able to take an acute approach.

We’ve generated 5 key areas that need to be considered in every conversation. The goal is to transform the conversations into useful, actionable next steps for school leaders. 

Every Voice Heard in Every Conversation

One of the initial fundamental aspects of great conversations is informative and open dialogue. Above all else, school leaders need to welcome ideas and suggestions. That’s why it’s our first principle of the five. 

#1. Welcome ideas and suggestions from everyone

Unfortunately, this doesn’t come naturally to all school leaders. To complicate matters, creating dialogue among staff is a skill that many educators haven’t formally developed. This results in many group conversations defaulting to those who are willing to talk or those who somehow feel obligated to represent the group. This is why our conversations require norms. We’re not talking about the typical meeting norms but rather ones that are designed to create conversation, respect, and openness. 

Conversation Norms

1. Don’t interrupt–Allow individuals to complete their thoughts.
2. Focus on experiences–Using “I” is encouraged.
3. Accept non-closure examples–Uncertainty is ok.
4. Suspend judgment–Avoid value statements.
5. Honor confidentially–Support and require privacy.

These norms are crucial because not only will they establish ground rules, they will also build a culture of rapport. This is crucial for idea sharing and hearing suggestions. It’s so easy to fall into the trap of putting up barriers and finding a reason to say, “yeah, but.” This is to be avoided so that the group can learn how to rumble. 

This brings us to our second key principle, which is being comfortable with discussing uncomfortable ideas and topics, even those that may be taboo. School leaders have to welcome the discomfort that comes from hearing something that isn’t ideal. 

#2. Feeling comfortable sharing difficult issues 

Difficult issues are just that, difficult. Difficult to discuss, explain, and understand. This is only compounded by our natural human hesitancy to deal with conflict. To start creating a level of comfort, we encourage teams to use the 2 Ts:

• Trust and Truth

Trust and truth are imperative for open dialogue and getting to the core of situations. It’s easy to meet and easy to have conversations, but digging into the core of an issue is challenging. Communicating in a spirit of trust allows people to have confidence in one another, while the truth ensures that people are going to express how they feel and share their thoughts and ideas. Trust and truth come from our ability to be candid with one another. Candor is a skill; honesty is about our character. Everyone can learn to be more candid to support a level of comfort with difficult issues, but it takes practice. 

To build an environment that is supportive of the two Ts school leaders must provide time and space. 

#3. Providing time and space to listen

Have you ever compared the game of baseball to basketball? One is a game of space and the other time. The fast paced, high octane nature of basketball, brought on by the shot clock, could not be any different than a sport with no time frame, just rules that determine the beginning and end. Great meetings with open dialogue do both. The meeting length provides ample time to meet the agenda items while there is no pressure to get through all of them.  

The root of frustration in many meetings is due to the need to meet only to have enough time to go over cursory information or force decisions. Getting through the agenda doesn’t mean that any of the items get resolved. One antidote to this, as Joel Garfinkle writes, is to, “focus on what you’re hearing, not what you’re saying. People who shy away from conflict often spend a huge amount of time mentally rewording their thoughts.”

Schools that have a culture of support almost always report a sense of feeling like everyone is on the same team.

#4. Feeling like we’re on a team

The power of a great team is found in their centralized focus on a clear goal. That goal is supported by core values that guide and remind everyone of #2 and #3 from above. What we also love about teams is that they know how to celebrate. Could you imagine the culture and atmosphere of schools if the high five became as prevalent in schools as it did on the athletic field? What a difference that would make for feeling like we’re playing on a team. 

Without going into too much baseball history, it is believed that the first high five occurred between Dusty Baker and Glenn Burke of the L.A. Dodgers after Baker hit his 30th home run in the final game of the season. This was the first time in baseball history that 4 players ended the season with at least 30 home runs in a single season. We can learn a great deal from sports and the one thing that requires zero training, no degree, and no talent is celebrating others at work. Encourage conversation, thank people for their contribution, recognize when someone is out of their comfort zone, and praise as often as possible.

The fifth component is the linchpin, making sure that people have the resources they need to do their jobs well.

#5. Ensuring people have the resources to do their jobs well

This is the part of the conversation where school leaders simply need to be up front and ask people if they have what they need to do their jobs well. Asking is the easy part, listening and acting on the information presents the challenges. Do teachers have the following?  

• Classroom resources to support the curriculum 
• Technology to enhance instruction 
• Instructional materials that promote student academic success
• Assessments that are aligned to standards
• Time in PLCs to discuss student achievement 

These areas represent fundamental needs for staff to thrive in their working environment. In her book, If You Don’t Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers, which is filled with stories and valuable insight, Dr. Neila Connors shares practical ways to support teachers and build an incredible school culture. 

Measuring the Feeling of Support in Schools

One way to know if people feel supported in general is to ask. Great leaders go beyond asking and they measure. We always talk about measuring what matters, but few leaders measure whether or not the culture is one that can be described as supportive.  

That’s why REPSS has an entire section dedicated to support, and all of the questions are about the five principles from above. The support section questions are below, and you can get the whole survey in our Building a Winning Team book. 

Reputable, Effective, Perception Survey for Schools

Support (REPSS)

1. Our school culture welcomes ideas and suggestions.
2. I feel comfortable going to my administration with issues.
3. My supervisor respects my suggestions and ideas. 
4. The principal provides ample opportunity for suggestions and ideas regarding school initiatives. 
5. I feel like I’m on a team when I come to work. 
6. I have been recognized recently for my contributions to the school. 
7. My classroom is designed to do help me do my job well. 
8. My classroom is equipped with technology to facilitate student learning.
9. I have the necessary instructional materials to successfully meet the needs of all my students.
10. I feel supported by the administration. 

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

Accountability in Schools

If you want to hear a great sigh in any faculty meeting, start it off by talking about your systems for accountability. It doesn’t matter if you’re addressing standardized tests or the teacher evaluation systems, people liken any conversation on accountability to that of medieval torture. This isn’t because educators don’t want to be held accountable; that’s the furthest from the truth. Rather, we have found that teachers and school leaders see a disconnect with how policies play out in schools and what is actually happening in their classrooms. 

Certain aspects of accountability, like state assessments, also require a ton of additional work that many teachers and school leaders believe takes away from other important work. Not necessarily more important, but certainly just as important. If you’ve sat in an office late into the evening double counting every completed test packet, filling out security documents, and cross-checking attendance lists, then you know what we mean. 

Ironically, accountability can usurp the autonomy and the independence of school teachers and school leaders. Although accountability works to improve schools, offer much needed support, and even provide funding in needs-based scenarios, the top-down approach often comes in conflict with other initiatives that school leaders may feel are better suited to support student learning than testing and evaluation.  

It may sound like we dislike or discredit accountability systems in schools. Candidly, just the opposite. Joe was a Director of Assessment and Accountability for 6 years with a true belief that accountability can drive change in the right direction; T.J. served for many years on a committee to review the evaluation system for teachers and school leaders. We both feel that accountability is at the heart of achievement, regardless of the industry or person. However, if we ignore how people feel about accountability, or at least some forms of it, our school improvement efforts, including accountability, will fall short. 

Rethinking School Accountability with Two Primary Tools for School Leaders 

The truth is that great school leaders take ownership of accountability regardless of the system in which they work. They certainly use the system to the best of their ability, but they also adapt systems and create school-based accountability measures that the staff can see as valuable and necessary for progress. There are two areas that great school leaders place their attention when it comes to accountability, and we’ve found them to be universal among the school leaders we interview, coach, and learn from. Using these two methods of accountability shifts the thinking about it from one of skepticism to that of progress. 

First, every great school leader focuses on clear and measurable goals. They create and communicate school level goals for both the school as a whole and each individual person and department within it. Second, every great school leader puts a ton of emphasis on a culture of feedback. They anchor feedback using the school and individual goals that are set in both formal and informal settings. Let’s dig into this further to both tools in terms of how they can be used effectively by school leaders. 

Tool #1: Clear and Measurable Goals for School Accountability 

School accountability should be representative of the many facets of schooling that drive whether or not students are learning. Take, for example, buildings and grounds as a department. Great school leaders understand that the way the school looks, smells, and feels has an impact on how well teachers can operate and what students believe about their school. That also means that great school leaders set clear and measurable goals for the look and function of the facilities. As such, each function below would have specific goals associated with it and key metrics to determine how well the department or service is functioning. 

Figure 1: Key Functions of a School

Even though you need metrics for each area, we want to tease out a curriculum, instruction, and assessment to speak directly to teaching and learning and the clear and measurable goals that all school leaders should set to determine the viability and effectiveness of our classroom practices. 

School Leadership Learning Prompt #1:

Consider the following reflection prompts: 

Which key metrics should be associated with each of the 17 functions in Figure 1?

Setting Clear and Measurable Goals Using Internal Assessment Data 

If you take a look at the 17 functions, you’ll notice we did not lump curriculum, instruction, and assessment altogether. Although all three work together to make up our guaranteed and viable program of work, they need to be viewed interrelated but independently. Since these three are at the crux of student achievement, let’s look at them through our accountability lens. Curriculum and instruction receive a lot of attention, but assessment has yet to be given the consideration it deserves. That’s for another blog post, though.  

Once a viable curriculum is established, it must look and sound a certain way in the classroom. This begins with the teachers fully understanding it–that it is being implemented with fidelity and that there is a communication mechanism in place to identify challenges along the way. One thing we know about the curriculum is that it does not remain stagnant. It’s constantly under review. 

The same should also be true of assessments. Assessments should be designed to inform teachers about student progress throughout lessons and units. Formative assessments, those designed to inform the teacher about progress, should be used frequently and intentionally. Summative assessments should be implemented as ways to see if students understand the concepts fully at the end of a unit. These assessments should be aligned to standards that are tested within the larger context of state standardized tests and national assessments, like the SAT, ACT, and AP exams. 

This is the place where schools have the total power and authority to set goals for the school and for individual departments within the school. We often miss the mark, though, when it comes to goals, setting them regarding the accountability measure–standardized tests–rather than at the curriculum level with internal summative assessment data. The internal measures always mean more to the teachers anyway, which doesn’t bring the same level of skepticism and ambiguity that state- and district-level accountability does. Schools that have this level of clear and measurable goals not only see greater accountability for staff, they achieve at a faster rate and staff are more closely connected to the vision of the school leader. It also allows for our feedback to be anchored in something tangible, which is the second more important accountability tool that we have as school leaders. 

School Leadership Learning Prompt #2:

Consider the following reflection prompts: 

Which summative assessments do we have that can be used to write clear and measurable goals for our school?

Tool #2: Formal and Informal Feedback for School Accountability 

School accountability is grounded in the candid and compassionate conversations that we have with one another about the work that we’re doing. When feedback is at the heart of the culture, we drive each other to get better faster. And this is also the basis for trust, which is often counterintuitive for school leaders. The bottom line is that formal and informal feedback cycles and models for giving and receiving feedback are what hold teachers and leaders accountable in schools, not outside measures of achievement that are typically implemented using a top-down approach. 

Consider a culture of complete candor where everyone says what they think, ready to debate using research and evidence to back their claims. In this type of culture, people expect to be challenged by others. The unfortunate truth is that too many schools don’t have expectations of feedback toward change and accountability but, instead, accept the status quo. Even the ones that are set up for informal and formal feedback conversations, often suffer from school leaders and other staff who simply hold back. 

School Leadership Learning Prompt #3:

Consider the following reflection prompts: 

Which meetings, PLCs, informal visits to classrooms, etc. are already in place where we can improve candor so that staff know when they’re being praised and when they need to improve practice?

Using Specific Praise and Corrective Action to Help Teachers Grow Professionally

There are three forms of feedback that matter most in schools. The first is praise, which is still an untapped resource for leaders despite its effectiveness for building morale by celebrating success. We know that over 70% of leaders are skeptical about how, when, and why to use praise, and it’s a form of feedback that garners immediate and tangible results. Praise instills both pride and the desire to repeat behaviors; a social phenomenon that every leader should want to take advantage of. When leaders use praise well, it’s also a retention strategy. Here’s a model we developed based on research in social and behavioral psychology. 

The second feedback strategy that can be used informally and formally is what feedback gurus call “corrective action.” Effective corrective action (CA) provides sufficient details so that the receivers of CA know exactly how to improve practice and feel empowered to do so. These range from minor tweaks that people should make to their practice to replacement strategies in terms of our expectation that someone will try something that they’ve likely never done before. High accountability schools demonstrate a commitment to giving feedback in every direction to improve teacher (and other staff) effectiveness. This comes from coaches, peers, supervisors, and others, all intended to make adjustments for continuous improvement. 

The final, and often overlooked, method of accountability in schools when it comes to feedback is the use of professional dialogue. Leaders who are adept at asking questions create a learning culture that is inquisitive and thought provoking. This is not to say that we use questions to get people to reflect about what they should be doing differently or that we bait people into believing that they did something wrong. We’ve seen models of questioning techniques that lure teachers into thinking something that the leader already knows to be true. That type of manipulation always backfires. Rather, we’re proposing a culture of accountability that supports thinking as everyone learns to question each other about the things that we don’t see, the aspects of our work–including thought processes–that aren’t visible. 

Measuring Accountability in Schools

Creating a culture of accountability requires that we measure how well we hold people accountable as we’re trying to implement the systems intended to do so. That’s why REPSS has an entire section dedicated just to accountability, and all of the questions are about clear and measurable goals as well as the feedback cycles that we use in our schools. 

         Reputable, Effective, Perception Survey for Schools

       Accountability (REPSS)

1. My supervisor holds everyone to the same level of accountability for the work. 
2. My supervisor/administrator communicates clear goals for me. 
3. My supervisor/administrator communicates measurable goals for me. 
4. The principal communicates clear goals for the school. 
5. The principal communicates measurable goals for the school. 
6. I receive feedback on my performance each time I am observed formally. 
7. I receive feedback on my performance each time I am observed informally (e.g. walkthroughs). 
8. The feedback I receive includes specific praise (e.g. praise is aligned to our instructional focus). 
9. The feedback I receive includes sufficient detail so that I can improve my performance (e.g. correct feedback is clear about the adjustments I need to make to my instruction). 
10. The feedback I receive helps me grow professionally.

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TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

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