As a founding Head of School, I participated in a bimonthly gathering with a small group of principals and heads of local and private schools. Each session focused on a specific topic relevant to school leadership. One of the most impactful sessions centered on how leaders assess the effectiveness of innovative programming or the implementation of new school initiatives.
During the discussion, leaders shared their strategies for determining whether programs, such as flipping the classroom or project-based learning, were not only being successfully integrated into classrooms but were also aligned with curriculum standards and advancing school-wide goals. The session provided valuable insights into bridging innovation with measurable outcomes, ensuring both creativity and accountability in education.
It was mid December, much had already been accomplished: onboarding and training for new staff are complete, professional development for new initiatives is underway, and performance evaluations for both new and returning staff have been finalized. November conferences and professional development sessions have also wrapped up. As a founding school leader, I was tasked with balancing a multitude of responsibilities, including implementing the IB curriculum, overseeing teaching and student learning, managing organizational operations, conducting staff performance evaluations, integrating technology, and pursuing IB PYP candidacy. Amid these responsibilities, I often took moments to pause, reflect, and consider: How was my diverse team—comprising transnational, multilingual faculty with varied cultural and educational backgrounds adapting and performing? What initiatives were yielding meaningful results, and what insights could I share with others?
By nature, my leadership approach emphasizes instructional leadership, distributed leadership, and action-oriented decision-making. When my turn to share during a 15-minute leadership session arrived, I spoke about how I linked my leadership philosophy with a culturally responsive mindset to effectively implement innovative programs.
At quarterly milestones, leaders should take time to review and reflect on the programs they’ve introduced. While the planning and execution phases are essential, the next critical step is evaluating whether these initiatives are achieving their intended outcomes and aligning with the school’s mission and goals.
By establishing a strategic action plan, I was able to identify meaningful success metrics and implement feedback loops to monitor progress. This structured approach not only ensured alignment with the school’s vision but also fostered continuous improvement, ultimately driving better learning outcomes for students.
The most meaningful success metric I used was instilling a “culture of thinking” with faculty from the beginning. “Cultures of Thinking” (CoT) is defined as places where a group's collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members. A "culture of thinking" in schools significantly impacts innovative programs by fostering an environment where faculty and students are encouraged to ask questions, explore diverse perspectives, experiment with new ideas, and actively engage in the learning process, which is crucial for developing and implementing creative solutions to problems, ultimately leading to more innovative programs within the school.
The culture of thinking (CoT), rooted in Project Zero from the Harvard Graduate School of Education, emphasizes fostering critical and creative thinking in classrooms. Through attending numerous sessions, I developed core thinking routines that provided a valuable toolbox of protocols. These routines served as essential tools to find starting points, dig deeper into concepts, synthesize and organize ideas, and incorporate global perspectives into learning.
For CoT to be successfully implemented, three tangible elements must be in place: 1) collective determination, 2) mastery-based learning, and 3) innovative teaching approaches. These foundational elements not only support the creation of a thinking culture but also align seamlessly with the International Baccalaureate (IB) curriculum framework, which emphasizes inquiry, reflection, and global-mindedness. Listed below are examples of measured success when effectively implemented and evaluated. Listed below are some of the actions I used to demonstrate measurable outcomes:
Collective determination is key to fostering a positive school culture where everyone works together towards shared objectives. Leaders must cultivate a strong sense of community by involving all stakeholders—teachers, staff, and support personnel—in the decision-making process. Remember, it’s not simply about "buy-in," but about achieving collective determination, where everyone is aligned and united in working toward the same goals. How I demonstrated measurable outcomes for collective determination:
o Indicators of Success: Increased collaboration among staff, improved communication, and alignment of goals across the school community.
o Measurement Tools: Surveys or feedback forms assessing staff and stakeholder engagement, participation rates in decision-making processes, and overall morale within the school.
o Outcome Evidence: Observable improvements in the school culture and higher staff retention rates, which often correlate with collective determination.
Mastery-based learning is essential: Grading students solely on effort can lead to misconceptions about their true understanding. A mastery-based approach ensures that students thoroughly comprehend the material and can apply their knowledge effectively. The goal is not just to recognize effort but to prepare students to succeed in real-world challenges. How I demonstrated measurable outcomes for Mastery-Based Learning:
o Indicators of Success: Students demonstrate deeper understanding and application of knowledge rather than surface-level memorization.
o Measurement Tools: Competency-based assessments, student portfolios, and pre- and post-testing to track progress in mastering specific skills or concepts.
o Outcome Evidence: Higher levels of academic achievement, increased student confidence in applying their skills, and reduced grade inflation.
Innovative teaching approaches are essential: To engage students and promote critical thinking, educators should explore various teaching methods, such as Flipped Classroom, Project-Based Learning, Experiential Learning, or STEAM Integration. These methods aim to make learning more engaging, relevant, and effective for students. How I demonstrated measurable outcomes for Innovative Teaching Approaches:
o Indicators of Success: Enhanced student engagement, critical thinking, and creativity in problem-solving.
o Measurement Tools: Classroom observations, project evaluations, and student surveys to gauge the effectiveness of methods like inquiry-based or project-based learning.
o Outcome Evidence: Students producing high-quality, innovative work and consistently meeting or exceeding curriculum standards.
By incorporating clear metrics and data-driven evaluations into a strategic school action plan for innovative programs, schools can effectively measure the impact of their initiatives and ensure ongoing improvement.
Innovative programs embody creative approaches to solving challenges or achieving objectives, often requiring bold thinking and a willingness to try new ideas. Each school year presents opportunities for leaders—both returning and new—to implement programs aimed at enhancing shared goals for the school community. Success in these initiatives depends on collective effort and a unified commitment from faculty working toward common objectives. Exploring concepts like the Culture of Thinking and Project Zero can further support the sustainability and effectiveness of innovative programs, fostering faculty collaboration and alignment with shared goals.
Resources:
Project Zero: https://pz.harvard.edu/thinking-routines#CoreThinkingRoutines
Culture of Thinking: https://www.casieonline.org/cultures-of-thinking/
Whether you're leading a startup school, stepping into a new role as principal, or taking on the responsibilities of Head of School, as you consider the benefits of a deliberate and consistent leadership approaches, know that International Educational Consultants is here to support you every step of the way. We offer mentor leadership guidance. Do not hesitate to connect with us and ask for help.
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