Developing A School Improvement Plan Through

Interactive Leadership

James S. Pressley
East Carolina University

Rob McQuat
Catawaba County Schools

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 Abstract

Restructuring the School requires a good model that provides for the
development of a plan to accomplish the task. So often models are either gleaned
from others or developed by autocratic leaders. Such plans are then presented as
the way to accomplish restructuring. To be successful in developing a school
improvement plan the leadership must be interactive, involving faculty, parents,
community, and others with interest in the school. Ideas must be gathered, goals
must be determined, and ways to accomplish the tasks decided by these
significant players. Evaluation should also be a part of this interactive process.
Restructuring presents an enormous challenge to school leaders. It can be
accomplished without interaction but more success can be anticipated if the
leader accomplishes it through an interactive and dynamic process.

School Improvement Plan: A Model for Restructuring Your School

Research in school restructuring continues to be a fertile area of academic literature for educators. As the
frequency of articles dedicated to restructuring increases, so does the variance in perspectives of the term
restructuring. There are two major areas of common ground among proponents of restructuring. First,
restructuring occurs in schools where dissatisfaction with current practices are prevalent. Secondly,
restructuring usually refers to systems changes that will produce schools capable of meeting the needs of
students, educators and the community. Generally, restructuring is not considered to be an incremental
improvement of current practice, but a series of major changes which creates a school considered to be
quite different from the norm (O’Neal, 1990; Whitaker, 1993). Cawelti (1995) recently proposed the
critical elements of school restructuring based on a meta-analysis of several schools’ restructuring efforts.
He identified the critical elements; yet, this model for restructuring addresses only one more element, the
curriculum. While the center of the model, the curriculum, is an integral part of educational restructuring, it
is the action plan for systematic change that will drive and assure any restructuring effort. Hence the need
for a process must be the center of any restructuring model. School leaders, acting as facilitators, must elicit
the input from the many sources mentioned by Cawelti (1995), and then integrate these inputs over a
continuous process. The premise of this article is that a school improvement plan may be the instrument by
which educators can orchestrate a school-based restructuring initiative. For this to occur, the current
concept of the school improvement plan must undergo changes, not so much in its content, but the process
by which it is created.

Changing the SIP Concept

Restructuring will most likely occur in situations where constituents are most dissatisfied with the current
practices. The first step of a restructuring initiative is an evaluation of the degree of constituent (both
internal and external) dissatisfaction. School leaders must act as the facilitators of change by eliciting what
the constituents feel is the proper direction of restructuring. This implies a needs-based assessment by the
internal customers. The needs assessment must identify the goals and expectations of the school
community. The school will ultimately be responsible for integrating the information from the assessment
and coordinating any reform effort. For this reason, the school improvement plan (SIP) becomes the
impetus behind the effort, with the degree of dissatisfaction being the extent of which short-term change
will occur.

When improvement is seen in a school’s effectiveness, it is usually because there is a plan of action (Ubben
& Hughes, 1992). Good campus-based planning involves the translation of long-term goals statements into
specific, measurable objectives. The accomplishment of these objectives is believed to lead to the
realization of these goals. Usually, these goals and objectives are compiled into a document called the
School Improvement Plan. A School Improvement Plan is generally intended to be a performance-based
accountability plan that can be revisited periodically to evaluate a school’s progress toward its goals. Many
states require the individual school to have a school improvement plan. In meeting this requirement, current
practice usually consists of the plan being compiled by the principal and a few other selected
administrators, or even worse, it could be thrown together by an intern from the local university. This plan
is then filed away in an office where it will be revisited periodically and rewritten. It is therefore not
surprising that the School Improvement Plan has been overlooked as the most important instrument for a
school’s restructuring effort. The importance of the plan is not grounded in what it says, but in the process
of how the school goes about creating it. When the School Improvement Plan is placed in the center of a
school’s restructuring effort, there will be a dynamic and continuous process which will serve to drive the
inquiry into how to better serve students.

Evaluating Dissatisfaction

A needs-based assessment or inventory assessment can be created by using the goals of the school’s most
current improvement plan as a baseline. These goals may be rated on a 5-point Likert-type rating scale
ranging from strongly disagree to strongly agree. If your school has a particular area of concern, a separate
inventory could be constructed. Even if constituents are not currently dissatisfied, by using an interactive
model where educators are able to gather information from constituents and in turn inform each of the
potential effectiveness being experienced by other schools, the stakeholders will be convinced that change
is needed and will support new initiatives. Real change will occur only when all constituents are convinced
that real change is needed.

Model of School Restructuring

The National Governors Association has developed a framework for school restructuring (Figure 1) which
should include:

Incentives

1. Job Satisfaction

2. Financial Incentives

3. Human Resources Development

4. Professionalized Teaching

5. Schools of Choice

Technology

1. Distance Learning

2. Integrated Learning Systems

3. Modems

4. Computer Networks
5. Teacher Phones

6. Multi-Media Systems

School Improvement Plan

1. Community Involvement

2. Parent Involvement

3. Teacher Professional Development

4. School Climate

School Curriculum

1. Self-Directed Teams

2. House Plans

3. Block Scheduling

4. Heterogeneous Grouping

5. Decentralized/Shared Decision Making

Community Outreach

1. Corporate Alliances

2. Youth Services

3. Shared Decision Making

4. Community Service Volunteers

5. Recruitment of Parents

6. School/College Partnerships

Figure 1: Framework for School Restructuring

1. Curriculum and instruction should be modified to support higher order thinking

by all students. Use of instructional time needs to be more flexible, learning activities
 must be more challenging and engaging, and student grouping practices should promote
student interaction and cooperative efforts.

2. Authority and decision making should be decentralized so that the most

educationally important decisions are made at the school site. Teachers, administrators,
and parents should set the basic direction of the school and determine strategies and
organizational and instructional arrangements needed to achieve them.

3. New staff roles must be developed so that teachers may more readily work
together to improve instruction and so that experienced and talented teachers can support
beginning teachers, plan and develop new curriculums, or design and implement staff
development. Greater use of paraprofessionals should be considered. Principals will need
to provide the vision to help shape new school structures, lead talented teachers, and take
risks in an environment that rewards performance rather than compliance.

4. Accountability systems must clearly link rewards and incentives to student

performance at the building level. Schools must have more discretion and authority to
achieve results and then be held accountable for results. States must develop measures to
assess valued outcomes of performance of individual schools and link rewards and
sanctions to results (David, Purkey, & White, 1987).

Conclusion

Restructuring presents an enormous challenge to school leaders who are trying to establish a culture for
change and transform the school into a more productive place. Principals must provide experiences that
will galvanize others into action. The most salient instrument for doing so is the School Improvement Plan.
As stated by Cawelti (1995), restructuring should include establishing teams, promoting the study of other
schools, strategic planning, and the examination of data about the school’s current performance. Unstated
by Cawelti, though, is the fact that all of these can be accomplished with an interactive and dynamic
process for the creation of the School Improvement Plan. Successful restructuring may be understood as the
evolution of new goals and the constant reshaping of the debate.

References

Cawelti, G. (1995). High school restructuring: What are the critical elements? NASSP Bulletin, 79(569), 1-15.

David, J.L., Purkey, S., & White, P. (1987). Restructuring in progress: Lessons from pioneering districts. Washington, DC:
National Governor’s Association.

O’Neal, J. (1990). Piecing together the restructuring puzzle. Educational Leadership, 47(7), 4-10.

Ubben, G.C., & Hughes, L.W. (1992). The principal: Creative leadership for effective schools (2nd ed.). Boston: Allyn and
Bacon.

Whitaker, K.S. (1993). Going beyond the rhetoric: The realities of school restructuring. Educational Planning, 9(1), 13-19.

Appendix A

School Improvement Inventory

Directions: Each of the following statements represents a goal of our school. Rate each statement on a scale
of 1 to 5 to reflect your opinion of our school.
1=Strongly Agree 2=Disagree 3=Neutral 4=Mostly Satisfied 5=Strongly Agree

1. Students have favorable attitudes toward school and 12345

learning.

2. Student learning is frequently evaluated using

curriculum referenced materials. 12345

3. The staff has high expectations for the students and

adults with whom they work. 12345

4. Student time on-task behavior is maintained at a high

level because:

a. A climate of order and discipline has been 12345

established.

b. Limited time is used in maintaining order. 12345

c. Classroom management tasks have been

"routinized" to maximize available instruction time. 12345

d. The school staff has made a commitment to

maximize learning time by reducing impediments to
learning and interruptions of the school day. 12345

5. Students and parents receive regular feedback

regarding the student’s progress. 12345

6. Student attendance rates are high. 12345

7. There is a clear understanding of what the school

believes in and stands for which includes:

a. An academic focus. 12345

b. A belief that all students have the ability to 12345

learn.

c. An expectations that each student will learn. 12345

d. High expectations for each student. 12345

8. Teachers regularly utilize techniques to assure that all

students are learning. 12345

9. Staff members are evaluated regularly. 12345

l0. Programs and varied instructional techniques are

provided in order to respond to each child’s individual needs 12345
and differences.
11. Students feel valued and successful. 12345

12. Individual help is provided to students when needed 12345

13. School staff members exhibit a high degree of concern

and commitment for the achievement and well being of each 12345
student.

14. Students receive prompt feedback on their work. 12345

15. A high level of staff morale is present. 12345

16. A high level of student morale is present. 12345

17. Members of the school staff are cooperative and

supportive of each other. 12345

18. Techniques are used to pinpoint individual student’s

strengths and weaknesses. 12345

19. The principal is effective because:

a. She understands the process of instruction,

and accepts the responsibility of being an instructional 12345
leader.

b. She is an able manager. 12345

c. She has high attainable expectations for the

students and adults with whom she works. 12345

d. She has goal clarity (a clear sense of purpose

and priorities) and is able to enlist the support of others
in understanding, accepting and accomplishing those 12345
ends.

e. She recognizes the importance of (and

actively involves) the people who work in, and who are 12345
served by the school.

f. She assists the school staff in implementing

sound instructional practices. 12345

20. The curriculum:

a. Emphasizes mastery of basic skills. 12345

b. Is well defined. 12345

 c. Is appropriately sequenced and articulated
from grade to grade and from subject to subject. 12345

21. The school is open to and encourages participation and

involvement by parents and other citizens. 12345

22. Parents, students, and staff place a high priority on 12345

learning.

23. Students are instructed at the appropriate level of 12345

difficulty.

24. The staff is competent and continues to grow and learn. 12345

Summary Sheet

School Improvement Inventory

Use of Time School Climate Basic Commitment

4a=____ 1=____ 7a=____

4b=____ 6=____ 7b=____

4c=____ 11=____ 7c=____

4d=____ 15=____ 7d=____

Total=____ 16=____ 22=____

divide by 4=____ 21=____ Total=____

Total=____ divide by 5=____

divide by 6=____

Staff Curriculum Leadership

3=____ 10=____ 19a=____

9=____ 20a=____ 19b=____

13=____ 20b=____ 19c=____

15=____ 20c=____ 19d=____

17=____ 20d=____ 19e=____

24=____ 20e=____ 19f=____

 Total=____ Total=____ Total=____

divide by 6=____ divide by 6=____ divide by 6=____

Evaluation

2=____

5=____

8=____

12=____

14=____

18=____

Total=____

divide by 7=____

Appendix B

Evaluating Multiculturalism in Your Organization

Directions for using this rating scale: Circle "NA" if the answer to the question is "not at all." Circle "1" if
the answer is "yes but very little." Circle "5" if the answer is "yes, that aspect of our program is
outstanding." If the response is somewhere between "NA" and "5," circle the appropriate number. Add the
scores for the 20 questions ("NA" = 0 points). The total will give you a rough estimate of your multicultural
program. The maximum number of possible points is 100.

1. Is information about U.S. ethnic and racial groups and women included in all courses in
the school, including social studies, English, physical education, home economics, and science?

NA 1 2 3 4 5

2. Is there a procedure for evaluating the treatment of ethnic groups and women in
textbooks before they are adopted for use in the school?

NA 1 2 3 4 5

3. Are there pictures of members of minority groups and women in the classrooms and halls
of the school?

NA 1 2 3 4 5
4. Do the calendars in the school include information about the various ethnic and religious
holidays and outstanding men and women of ethnic origin?

NA 1 2 3 4 5

5. Do the foods served in the cafeteria reflect the ethnic diversity of American life?

NA 1 2 3 4 5

6. Do school assemblies and plays represent the ethnic diversity of American life?

NA 1 2 3 4 5

7. Do teachers and administrators participate in workshops where they can acquire content
about American ethnic groups, women, and ways to teach about them?

NA 1 2 3 4 5

8. Does the school have a professional library for teachers and administrators that includes
books about American ethnic groups, women, and ways to teach about them?

NA 1 2 3 4 5

9. Does the school’s media center include ample numbers of books and other media about
American ethnic groups and women for all grade levels?

NA 1 2 3 4 5

l0. Does the school’s media center subscribe to ethnic magazines such as Ebony, Indian
Historian, Amerasia Journal, Hispanic, and El Grito?

NA 1 2 3 4 5

11. Is there, or has there been a curriculum committee created to devise ways to integrate the
entire school curriculum with ethnic content and information about women?

NA 1 2 3 4 5

12. Are individuals from various ethnic organizations within the community frequently
invited to speak to classes and school assemblies?

NA 1 2 3 4 5

13. Does the school offer elective courses in ethnic studies?

NA 1 2 3 4 5

14. Do school holidays and celebrations reflect the ethnic diversity of American life?
 NA 1 2 3 4 5

15. Do bulletin boards and other displays reflect the ethnic diversity of American life?

NA 1 2 3 4 5

16. Does the school district have an ample supply of films, videotapes, records, and other
multimedia resources of American ethnic groups and women?

NA 1 2 3 4 5

17. Has the school (or the school district) developed and implemented policy and procedures
to hire staff members who represent a range of racial and ethnic groups?

NA 1 2 3 4 5

18. Do teachers and administrators participate in workshops where they can learn how to
teach effectively to diverse learning styles?

NA 1 2 3 4 5

l9. Does the school involve representatives of its diverse constituents in the discussion of its
mission, goals, and governance?

NA 1 2 3 4 5

20. Do teachers and administrators participate in workshops where they can learn to teach
effectively students from diverse ethnic, racial, and cultural backgrounds?

NA 1 2 3 4 5

Total School Score _____________

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