Lincoln Elementary and Meadowlake High School

At Lincoln Elementary (a pseudonym), staff and principal have developed a systematic approach to school improvement and change as well as a shared vision for the school. Each year the faculty as a whole discusses areas that they feel could be improved for the coming year. During the summer, a team of staff and the principal spend up to a week at an organized conference to develop implementation plans to address the problems identified by the faculty. In the following school year, teams of teachers work in task forces to implement the plans. The school has been able to provide continuous improvement for its students in everything from parent-school relations to instructional techniques in math and reading. Each year the process follows the same format, becoming a part of the culture of the school and the expectations for all teachers.

Meadowlake High School (a pseudonym) has been working on school improvement by associating with a variety of associations and staff development centers. The school works with the Coalition for Essential Schools to develop school improvement around the nine Common Principles. Teachers attend yearly conferences, workshops, and seminars that provide training in performance assessment, the use of essential questions, and the use of discussion in class. A number of teachers have made extensive changes to their teaching approaches, curriculum, and interaction with students. In addition, a number of ninth grade teams have been formed. The principal is a strong intellectual leader, constantly encouraging teachers to rethink how they instruct and supporting continual professional growth. Staff and administrators work collaboratively on the curriculum committees and school council to restructure the school.

Summarized from:
Deal, T., & Peterson, K. (1993). The principal's role in change. Occasional Paper for the National Center for Effective Schools, University of Wisconsin-Madison.