In Chapter 1, innovation is defined as a way of thinking that creates something new and better. What are some examples that you consider innovative?  How is it new and better than what previously existed?

As educators we have been writing school improvement plans for decades. When joining a school that was identified as one of the lowest scoring in the State the planning process, and carrying out the goals, became very important. We had many initiatives, partners to help guide our work, countless hours of professional learning sessions, data to track our improvement and several other tasks. It was disconnected and overwhelming.

We began our leadership journey with a Building Leadership Team (BLT) that frequently met to guide the work of the students and educators concerning the goals that were developed (nothing new with this idea). What became an extremely innovative approach developed near the end of the first year. We needed to become laser focused on the goals and the SMART initiative helped us shift this direction. It wasn’t long until terrific team discussions identified the need to have our PLC groups also discussing these SMART goals and examining data that was related. We realized that there is a great deal of lip service given to a school’s ability to have highly functional PLC teams that drove instruction. The team created an idea to have those who trained many building educators in SMART continue discussions at the building level during the next year. These trainers systematically visited the PLCs to observe practices/discussions related to the goals/instruction/data/assessment and follow this up with providing feedback to each PLC a week later. This rotation (learning about SMART/practicing during PLC meetings, trainers providing feedback) continues throughout the school year as the BLT well understood adult practices would not change with a “one and done” approach.

The adult learners understood the importance of highly collaborative professional learning communities that seek out feedback from others about their effectiveness in working toward common goals. Their close examination of data aids in the identification of specific professional learning opportunities that are needed. They self identify these areas, as it is a team approach, to increasing their skill sets that will result in improved delivery of instruction and increased student achievement. The BLT then arranges these professional learning opportunities, or building level coaches, and assist in providing the sessions (individually, at the grade or classroom level or building wide, if appropriate).

There isn’t a “silver bullet” or one magical approach that will change an at-risk school into a turn-around setting. It takes a team work approach, lead by educators who have a passion for not leaving any stone unturned, who have amazing professional learning community conversations.