School principals and district superintendents have a wealth of school improvement options at their fingertips, but many of these solutions fizzle out as they run into conflicts across the school system.
But the goal remains: School leaders must work to improve their schools and their districts in the form of better test scores, higher graduation rates, new innovative programs, state-of-the-art technology initiatives, and more.
As Thomas Arnett, a senior research fellow at the Clayton Christensen Institute, outlines in a new report, some school systems have turned to a strategy called “continuous improvement,” which looks at the systemic causes of problems, identifies potential solutions, and refines those solutions based on feedback and changes.
The report, which is intended to help supporters of continuous school improvement understand “how context shapes choices about how to improve,” examines school improvement efforts from the point of view of the Jobs to Be Done Theory, which holds that all people, including school leaders, aim to make progress in their lives.
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