PRACTICING VISIONARY LEADERSHIP TOOLKIT

Toolkit 1 in the Utah Educational Leadership Toolkit Series

Prepared for Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education

April 2019

In this toolkit, Hanover Research and ULEAD explore strategies and resources that

current and aspiring school principals can utilize to meet the criteria outlined in

Standard 1: Visionary Leadership of Utah's Educational Leadership Standards.

TABLE OF CONTENTS

Executive Summary ................................................................................................ 3

INTRODUCTION .......................................................................................................... 3

OVERVIEW ................................................................................................................ 4

AUDIENCE ................................................................................................................ 4

Examine Existing Contexts ...................................................................................... 5

LEVERAGE AVAILABLE DATA TO MAKE DECISIONS ........................................................... 5

IDENTIFY DISTRICT-LEVEL PRIORITIES TO ENSURE ALIGNMENT ............................................... 6

CONVENE WITH STAKEHOLDERS TO CLARIFY ADDITIONAL NEEDS ........................................ 8

Create a Shared Vision, Mission, and Goals ......................................................... 9

CONSIDER ONE'S PERSONAL VISION AND GOALS ........................................................... 9

KNOW THE PURPOSE OF VISION, MISSION, AND GOAL STATEMENTS .................................... 9

DRAFT VISION, MISSION, AND GOAL STATEMENTS ......................................................... 12

Sustain Organizational Commitment ................................................................... 15

COMMUNICATE CLEARLY AND CONSISTENTLY .............................................................. 15

MONITOR IMPLEMENTATION AND REASSESS .................................................................. 15

EXECUTIVE SUMMARY

INTRODUCTION

This toolkit provides guidance and resources to support current and aspiring school principals in

developing their personal capacity for leadership and meeting the criteria outlined in the Utah

State Standards for Educational Leadership (located here

). Specifically, this toolkit is designed to

develop current and aspiring principals' skills and knowledge related to Strand 1: Visionary

Leadership.

Utah's Educational Leadership Standard 1: Visionary Leadership

Strand 1:

Visionary

Leadership

Strand 2:

Teaching and

Learning

Strand 3:

Management

for Learning

Strand 4:

Community

Engagement

Strand 5:

Ethical

Leadership

Strand 6:

School

Improvement

Strand 7: Equity

and Cultural

Responsiveness

Effective educational leaders facilitate the development, articulation, implementation, and stewardship

of a shared vision that promotes each student's academic success and well-being.

------------------------------------------------------------------------------------------------------------------------

Standard 1.1: Collaborate with faculty, staff, parents, and the school community to develop and

implement a shared vision, mission, and values.

Standard 1.2: Collect, analyze, and use data to identify goals, assess organizational effectiveness, and

promote organizational learning.

Standard 1.3: Create and implement plans to achieve short- and long-term goals.

Standard 1.4: Develop a shared understanding of and commitment to mission, vision, and values within

the school and community to promote continuous and sustainable improvement.

Standard 1.5: Monitor and evaluate progress and revise plans to achieve desired outcomes.

Source: Utah State Board of Education

Research shows that—aside from teachers—school principals are the most influential school-

based factor in promoting student achievement.

Specifically, research finds that principals

account for a quarter—on average—of their school's overall impacts on student achievement

outcomes. Likewise, research observes that differences in student achievement up to 20

percentage points may occur when a school has an "above-average principal" rather than an

"average principal."

Effective principals are integral to their school's success.

Research shows that effective principals

positively impact the mission and vision of their schools and student and staff outcomes.

particular, effective principals are more likely to retain qualified and effective teachers, which

helps drive student achievement.

More broadly, research shows that " it takes multiple in-school

factors coming together to significantly improve student achievement on a larger scale" and "that

principals are in a unique position to bring those factors together."

The impact of having an

effective principal is greater in schools facing more challenges. Researchers find "no documented

instances[…]where troubled schools are turned around if they do not have a talented leader."

Indeed, it is accurately and "widely believed that a good principal is the key to a successful school"

given the many roles they fill: instructional leader, staff evaluator, lead disciplinarian, overseer of

daily operations, school representative to families and the community, and more.

Principals are

integral to all aspects of their school's operations, from the quality of the teachers to the

instructional strategies used with students to the overall school climate.

As such, principals require an array of knowledge and skills to act as effective change agents,

instructional leaders, and personnel managers.

This Practicing Visionary Leadership Toolkit—and

the five accompanying toolkits in the Utah Educational Leadership Toolkit Series—support Utah's

current and aspiring principals in meeting the demands of Utah's Educational Leadership

Standards to successfully:

 Shape a vision of academic success for all students, one based on high standards;

 Create a climate hospitable to education in order that safety, a cooperative spirit, and other

foundations of fruitful interaction prevail;

 Cultivate leadership in others so that teachers and other adults assume their part in realizing the

school vision;

 Improve instruction so teachers can teach at their best and students can learn at their utmost; and

 Manage people, data and processes to foster school improvement.

Why Utah's Schools Need Strong and Effective Principals

Source: U.S. Department of Education

OVERVIEW

This toolkit:



Describes protocols principals may use to

examine existing contexts

within their school,

district, and community to identify areas of strength and in need of development;



Reviews strategies to foster collaboration between principals and stakeholders to

establish

a shared vision, mission, and goals to guide school operations; and



Explores practices that build and sustain an organizational commitment to the values and

goals outlined in the school vision and mission.

AUDIENCE

This toolkit is designed to support current and aspiring school principals across the state of Utah in

meeting the criteria outlined in Utah's Educational Leadership Standards, particularly Standard 1:

Visionary Leadership.

Everyone remembers a teacher that inspired them. How many people remember their

principals? Principals ensure that schools are open, that teachers are receiving the support

they need, and that classrooms are environments that will help all students learn.

The strongest model for schools is one in which principals are creative, innovative instructional

leaders. They find opportunities for teachers to lead. They support teachers in their growth

and create a safe space for adults to take risks in their learning. As educators look at what

builds a great school, they need to look at the principal. Who is at the helm? What vision have

they set for their communities? How have they developed an environment that fosters

learning and creativity?

Students need great teachers, and teachers need great leaders. One can’t exist without the

other. Principals bring in opportunities for their communities. They find resources where there

weren’t any before. They connect families. They find places for children to thrive both in and

outside of the classroom.

PRACTICING VISIONARY LEADERSHIP TOOLKIT: EXAMINE EXISTING CONTEXTS

EXAMINE EXISTING CONTEXTS

LEVERAGE AVAILABLE DATA TO MAKE DECISIONS

It is essential that principals examine and analyze available data for their school and district to

make the most impactful decisions about their building's operations.

When principals "are

knowledgeable about data use, they can more effectively review their existing capacities,

identify weaknesses, and better chart plans for improvement."

Consequently, principals—in

conjunction with other school leaders and staff (e.g., assistant principals, department chairs)—

must sift through the vast array of data available via modern data warehousing practices (e.g.,

attendance, behavior, academics) to determine where school resources should be directed.

Furthermore, principals and their team should collect and analyze data longitudinally—preferably

for the preceding three to five years, if available—to identify trends in performance that will

ultimately shape the school vision, mission, and goals.

Data Categories Commonly Available to School Principals

Source: ACT and Scholar-Practitioner Quarterly

Through data-based decision-making, principals can quantify and justify their decisions about

instructional and administrative practices while also increasing transparency and building their

personal credibility as school leaders.

A principal’s commitment to data-based decision-making

can drive improvements in all aspects of the school culture, from academic instruction to family

engagement to staff retention.

In addition, principals practicing data-based decision-making

and action-planning serve as a model for their staff and students on how to identify and address

areas of need.

A Conceptual Framework for Principals' Data-Based Decision-Making

Types of Data

 Input

 Process

 Outcome

 Satisfaction

Information

Actionable

Knowledge

Types of Decisions

 Set and assess progress toward goals

 Address individual or group needs

 Evaluate effectiveness of practices

 Assess whether needs are being met

 Reallocate resources

 Enhance processes to improve outcomes

Source: RAND Corporation

Student Assessment

Scores

Behavior and Discipline Grades

Participation in Special

Programming

Student and Staff

Demographics

Classroom Observations

Stakeholder Survey

Responses

Course Enrollment

Student Attendance Budget Information Program Evaluation

Professional

Development

District

School

Classroom

PRACTICING VISIONARY LEADERSHIP TOOLKIT: EXAMINE EXISTING CONTEXTS

On the following page, the Discussion Guide for Data Analysis and Data-Based Decision-Making

lists a series of questions—categorized by data type—that principals can use to conduct self-

guided analysis of data and to lead larger discussions around data. With these questions and by

engaging in the broader process of data-based decision-making, principals will develop an

understanding of "key aspects of the school that might figure into a shared vision" and thereby

build a firm foundation from which to launch further discussions about their school's vision, mission,

and goals relative to district and community priorities.

Through this process, principals become

equipped to define the purpose and objectives of their school building and instructional teams.

IDENTIFY DISTRICT-LEVEL PRIORITIES TO ENSURE ALIGNMENT

While principals have their own vision and objectives for how they intend to manage their building,

they must ensure that their work aligns with the priority areas and system-level goals outlined in

their district's strategic plan.

Successful execution of a district strategic plan requires

collaboration and coordination between district administrators, school leaders, and all other

personnel. As such, principals should outline a direction for their school that complements the

district's broader goals.

Indeed, districts should be able to "develop and articulate both a vision

and a set of practices that send a clear message of what schools are to be about," while school

principals should act with "a broader range of autonomy to make decisions within the boundaries

of a [district's] strategic framework."

To avoid divergence from the district strategic plan and sustain momentum for systemwide efforts,

principals should examine any available strategic planning documentation and coordinate with

district administrators to identify school-level priorities.

In addition, principals should work with

district staff to ensure compliance with federal and state mandates and policy guidance,

especially in regards to those educational elements they are exploring for inclusion in the school

vision, mission, and goals.

By ensuring frequent and intimate collaboration with district-level

personnel, school principals can:

 Articulate their school’s unique needs, vision, mission, and goals in the context of the larger

district strategic plan;

 Communicate solutions to address problems at their school, which may also apply in a

similar context at other district campuses;

 Facilitate ongoing dialogue and coordination with district and community leaders; and

 Establish an environment of mutual understanding, respect, and ownership.

Coordinating School and District Vision, Mission, and Goals

Source: American Association of School Administrators

Defining autonomy for principals is not a one-size-fits-all approach. Veteran principals in high-

achieving schools may confidently handle more autonomy or degrees of freedom, while

novice principals or principals at struggling schools may need more guidance and direction

from district administrators.

Defined autonomy for school leaders is probably best described as a balancing act, with

districts being directive in some areas, such as establishing goals and expectations for

achievement, setting a general course for continuous improvement, and defining high

standards of performance for all personnel.

At the same time, effective district leaders recognize that some actions are best left up to

principals, such as evaluating personnel based on district-approved criteria, developing or

removing staff as necessary to meet performance standards, and developing cultures of high

expectations within their own schools.

PRACTICING VISIONARY LEADERSHIP TOOLKIT: EXAMINE EXISTING CONTEXTS

Directions: Using the questions listed below, principals can examine key data points about

students' academic performance, attendance, and behavior, as well as school operations and

stakeholder perceptions, to determine areas of strength and development. By answering these

questions, principals can acquire insight into what the school community cares about, what the

school does well, and what the school needs to do better.

Academic Performance Data



What data are available that indicate how well students are achieving the conceptual

understandings and developing the target skills outlined in content-area standards?

 What data show which students meet or exceed expectations and which do not?

 What academic areas prove problematic for students? What are the characteristics of

students struggling in these areas?

 What academic areas are strengths for students? What are the characteristics of students

performing well in these areas?

 What trends are observable in student performance over time?

 Why are students performing in the ways that they are? What school-based or out-of-school

factors may be impacting student performance?

 How are the school and district aligning resources to support students equitably?

Attendance and Behavioral Data



What is the overall attendance rate of the school? What percentage of students are

chronically absent?

 What are the reasons that students are absent from school?

 Do any student sub-groups have significantly better or worse attendance relative to peers?

 What are the rate and volume of disciplinary instances occurring at the school?

 Are disciplinary incidents more prevalent among certain student sub-populations?

 Are consequences for disciplinary instances consistent between offenders from different

student sub-groups?

Operations Data



What is the current enrollment of the school?

 How many students are enrolled in

specialized academic programming (e.g., special

education, English learner, gifted and talented)?

 What is the teacher-to-student ratio? How many support personnel does the school employ?

 What resources—financial and other—are available to the school?

 How

frequently does the school communicate with families and community members?

Using what mechanisms?

Perceptions Data



How do school community members feel about the school and district?

 How satisfied are school community members with the school's educational programs?

 What do school community members perceive to be the strengths and needs of the school?



What do school community members think about the skills of current students and

graduates?

Source: Multiple

Discussion Guide for Data Analysis and Data-Based Decision-Making

PRACTICING VISIONARY LEADERSHIP TOOLKIT: EXAMINE EXISTING CONTEXTS

CONVENE WITH STAKEHOLDERS TO CLARIFY ADDITIONAL NEEDS

Principals should engage with and solicit feedback from community stakeholders to understand

their priorities and goals for the school. For example, a principal should speak with their teachers

to understand what curricular and instructional supports they require to be successful. They should

also engage with students and their parents or guardians to determine what kinds of programming

they prefer (e.g., extracurricular opportunities, specific academic experiences).

Principals should

communicate with as many stakeholder groups as possible to determine what their particular

"stakes" are in school operations.

Key Stakeholder Groups and Their "Stake" in School and District Operations

INTERNAL STAKEHOLDERS

EXTERNAL STAKEHOLDERS

GROUP

STAKE

GROUP

STAKE

Students

Personal success throughout

school; future opportunities

Families

Student success; safety; pride

in schools children attend

School and

District Staff

Professional efficacy; job

satisfaction

Taxpayers

Getting a good return on

their tax investment in schools

School and

District Leaders

Fulfilling mission; media

coverage; accountability

Business

Community

Ability to hire skilled

graduates; economics

School Board

Fulfilling mission; media

coverage; accountability

Community

Members

Community pride; livability;

real estate values

Source: RMC Research Corporation and U.S. Department of Education

Because stakeholders have a vested interest in the success of their local school, principals must

recognize that they also have a perspective on what the school's vision, mission, and goals should

be and what actions should be taken to achieve them.

Furthermore, stakeholders—both internal

and external—can provide context around the issues currently facing the school and the

community, organizational, and human dynamics that drive those issues.

As such, principals

should be strategic and methodical in the methods they use to solicit feedback from stakeholders,

as well as the content and context of the communications around those methods.

This means

that principals must use the right methods with the right stakeholder groups to acquire the kinds of

feedback data they seek and that they should only collect feedback data if they intend to

actively consider it in plotting their school's vision, mission, and goals.

Methods to Gather Qualitative Feedback from Stakeholders

SURVEYS



ollect information regarding attitudes, beliefs, experiences, values, needs,

demographic information, and perceptions

 Facilitate relatively quick conclusions regarding the perceptions of a target population

 Can reach a large number of people in a short amount of time



Anonymity in responses may allow for greater honesty

NTERVIEWS

 Allow for direct, in-depth questioning of individual stakeholder respondents

 Provide opportunities to ask clarifying questions of stakeholders and to follow-up on

prior survey findings

FORUMS/FOCUS

GROUPS

 Promote group discussion to bring out insights that would not be ascertained through

individual interviews or survey items

 Help gather a lot of information from a group of stakeholders

sharing common

attributes during a short period of time

Source: Vanderbilt University and The Denver Foundation's Inclusiveness Project

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

CREATE A SHARED VISION, MISSION, AND GOALS

CONSIDER ONE'S PERSONAL VISION AND GOALS

As a first step to establishing a shared vision, mission, and goals for their schools, principals should

reflect on their own personal views about education, the values and experiences that guide their

professional work with students, staff, families, and the community, and the beliefs that shape their

personal character and goals.

By considering their own personal and professional vision, mission,

and goals, principals can establish a baseline understanding of what they seek to accomplish as

a school leader and what they are willing to do to accomplish it.

In addition, having a clear

comprehension of their own vision, mission, and goals allows principals to serve as a model for

their staff and, more importantly, to lead their staff effectively.

Developing a Personal Vision

CONSIDER PERSONAL AND PROFESSIONAL LIFE

DETERMINE APPLICABILITY

Think about your personal and professional life.

Make a list of what you would like to achieve

and the contributions you would like to make to

the world-at-large. Describe what those

contributions look and feel like.

Consider what you have written, in particular

your personal interests and values

. Examine

each item in your list to

determine their

relevance to the job of school principal and the

work of education.

EVELOP A

ERSONAL

ISION

RIORITIZE

ALUES

Use the items from the preceding

steps to

develop a statement of personal vision. Revise

t as needed until you believe it accurately

reflects who you are, what you want to be, and

what you wish to accomplish for your school.

Identify the most important values you possess.

Review the list and rank them from most to least

important. Remove the least important. Re-rank

if appropriate. Eliminate any item that

is not

relevant to your work as a school principal.

Source: Education Partnerships, Inc.

Research on educational leadership finds that effective principals help establish and sustain a

commitment to rigorous learning standards, high expectations of students and staff, and

accountability for student success.

As such, to be an effective leader, current and aspiring

school principals must have tangible answers to the following questions:



What should schools teach students? How should schools teach students?



What are the attributes of a good school?



What does it take to have a successful classroom?



What are the attributes of an effective school leader?



What are the attributes of an effective school staff member?



What are the characteristics of a successful student, one that is college and career ready?

KNOW THE PURPOSE OF VISION, MISSION, AND GOAL STATEMENTS

In order to create shared vision, mission, and goal statements, principals and their collaborators

must understand the distinctions and relationships between these items. A vision statement

describes the perfectly ideal, or "dream," status of a school and its students' outcomes. In contrast,

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

a mission statement explains more concretely

what a school intends to accomplish, its broad

strategy for accomplishing it, and

occasionally, why it wishes to accomplish

something. Goal statements are precise

descriptions of measurable objectives that a

school seeks to achieve in order to fulfill its

outlined vision and mission. All three items will

inform daily operations and short- and long-

term planning by school and district leaders.

Likewise, vision, mission, and goal statements

should both direct and motivate school staff

to complete the necessary actions to achieve

school objectives.

Distinguishing Between Vision and Mission Statements

Source: The Glossary of Education Reform | Great Schools Partnership

Indeed, outlining a vision and mission, as well as accompanying goals, builds a foundation from

which schools serve students and collaborate with families, the larger district, and community

members to achieve success.

By reading any of these statements, internal and external

stakeholders should easily comprehend what a school's goals are and how it intends to achieve

them.

Consequently, the school vision should broadly appeal to the school community, aspire

to a better future, and articulate the core values of the school.

Comparatively, the school

mission should be clear, concise, and informative. Principals should invite input from stakeholders

in crafting the vision and mission and be open to altering both statements in response to

stakeholder feedback and changing realities in the school and district community.

A mission statement is a public declaration that schools or other educational organizations

use to describe their founding purpose and major organizational commitments (i.e., what

they do and why they do it). A mission statement may describe a school’s day-to-day

operational objectives, its instructional values, or its public commitments to its students and

community.

A vision statement is a public declaration that schools or other educational organizations use

to describe their high-level goals for the future—what they hope to achieve if they successfully

fulfill their organizational purpose or mission. A vision statement may describe a school’s

loftiest ideals, its core organizational values, its long-term objectives, or what it hopes its

students will learn or be capable of doing after graduating.

Generally speaking, a vision statement expresses a hoped-for future reality, while a mission

statement declares the practical commitments and actions that a school believes are

needed to achieve its vision. A vision statement describes the end goal (i.e., the change

sought by a school), but a mission statement may describe a school's broad academic and

operational assurances, as well as its commitment to its students and community.

LEARN MORE

 "Mission and Vision Statements" - Mind Tools

 "Wallace Research to Practice Shaping a

Vision of Academic Success" - National

Association of Elementary School Principals

 "School Leadership: Setting Goals for School

Improvement"

–

College of Education,

University of Illinois at Chicago

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

Differences Between Vision and Mission Statements

IFFERENCE

ISION

TATEMENT

ISSION

TATEMENT

Detail

Outlines where a school wants to be;

communicates both purpose and values

Talks about how a school will get to where it

wants to be; defines purpose and objectives

Answer

Answers the question ‘Where do we aim to

be?’

Answers the questions ‘What do we do?’

and ‘What makes us different?’

Time

Talks about the future

Talks about the present leading to the future

Function

Lists where the school sees itself in future

years; inspires and shapes direction

Lists the broad goals for which the school

exists; defines key measures of success

Source: The Open University, UK Aid Direct, and TESS India

Sample Vision and Mission Statements

VISION STATEMENT

MISSION STATEMENT

Battlefield High School, Prince William County Public Schools, Virginia

Every Battlefield High School student

will achieve personal success and

become a responsible and

productive citizen.

At Battlefield High School, we believe that student learning is the

chief priority and all students can learn to their fullest potential.

Students will develop their individual talents, critical thinking, and

technology skills by being actively engaged in the learning

process. Continuous commitment to improvement ensures that

our students are well-rounded, self-directed, lifelong learners. By

maintaining a safe and

optimum learning environment, we

provide the opportunity for students to be successful. Promoting

high standards and expectations, teachers, administrators,

parents, and the community share the responsibility for

advancing the school's mission.

John T. Baker Middle School, Montgomery County Public Schools, Maryland

Our vision, as a community, is to inspire

a passion for learning.

John T. Baker Middle School seeks to be an exemplary learning

community school. We build the foundation of this community

thr

ough meaningful relationships, relevant and engaging

learning, and effective communication. We challenge ourselves

to be better than we think we can be and advocate for the

greater good of our multidimensional community. Our success in

this mission will build lifelong, confident learners, who have the

tools necessary for success in a changing world.

Potomac Senior High School, Prince William County Public Schools, Virginia

All Potomac Senior High School

students will achieve personal success

in their

learning and become

responsible and productive citizens.

Our mission is to empower all students to apply their acquired skills

and knowledge, to rely upon their personal attributes to lead

productive lives, and to become contributing members of the

global community.

Source: Association for Supervision and Curriculum Development

Concrete goals should accompany the vision and mission to both create urgency for stakeholders

in working toward both statements and in plotting specific criteria that students, staff, families, and

community members can aim to fulfill.

Likewise, goal statements outline more tangible strategies

and action steps that a school community can use to meet target objectives.

Goal statements

serve as an outline or plan that the school can follow to achieve its vision and mission.

In order to successfully drive school operations toward the vision and mission, goal statements

should adhere to the S.M.A.R.T.+C criteria:

 Specific: Goal statements should articulate a specific performance threshold (e.g., 10% of

students) of what is to be achieved (e.g., what behavior of whom or what outcome) by

when (e.g., by 2025)?

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

 Measurable: Goal statements articulate outcomes for which corresponding data can be

collected, detected, or obtained.

 Achievable: Goal statements are feasible to achieve given available resources.

 Relevant: Goal statements correspond to the school mission and communicate a clear

understanding of how they fit in with the overall vision and mission of the school.

 Timed: Goal statements have a timeline by which their target outcomes will be achieved.

 Challenging: Goal statements stretch the school community to aim for significant

improvements that are important to stakeholders.

DRAFT VISION, MISSION, AND GOAL STATEMENTS

During the drafting process for a school's

vision, mission, and goal statements,

principals should emphasize two primary

considerations. First, these statements must

describe what success looks like for the

school in the present and the short- and

long-term futures.

Vision, mission, and

goal statements also need to address the

unique position of a school within all of the

larger contexts it is part of: district, local

community, state, and national.

In writing such statements, school principals

and any collaborating personnel must

recognize that the tone and specificity of

each statement are important. For

example, a school's vision and mission

statements should be written in a tone that

reflects organizational values and appeals

to stakeholders on an emotional level to

inspire and sustain commitment.

Comparatively, goal statements will be

more tangible and logical by referring to

specific and measurable results.

6364

Second, principals should involve stakeholders in exploratory discussions and the actual

composition of the vision, mission, and goal statements. While collaboration may require

additional time, a principal who works with their staff, students, families, and other district

personnel to develop these statements will foster the perception of a shared vision, mission, and

goals. Indeed, vision, mission, and goal statements that result from collaboration will encompass

a greater diversity of perspectives, drive wider organizational commitment, and promote shared

ownership over school success.

Consensus will ultimately increase the chances of success and

diminish the proliferation of resistance and challenges to executing action steps to achieve the

school's stated vision, mission, and goals.

Principals should make sure that their school's vision, mission, and objectives are both "written for

all" and "developed by all."

The issues that a school confronts on a daily basis affect multiple

constituencies in different ways. Allowing for broader input from stakeholders "allows the

Putting a School's Vision and Mission in Context

Source: The Open University, UK Aid Direct, and TESS India

School

District

Town/City

State

Nation

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

development of solutions that meet more peoples' needs more completely than decisions that

are made" unilaterally by one or two school leaders.

Likewise, composing shared vision, mission,

and goal statements helps clarify responsibilities, delegates power over change-driven action

between the principal and other stakeholders, and strengthens the bonds of the school.

On the following page, the Suggested Procedures to Develop Vision, Mission, and Goal

Statements lists a series of steps principals can use to guide their school's work around vision,

mission, and goal statements. By following these steps, principals and their collaborating

stakeholders can form statements driven by consensus and a refined awareness of the needs and

perceptions of all constituencies.

PRACTICING VISIONARY LEADERSHIP TOOLKIT: CREATE A SHARED VISION, MISSION, AND GOALS

Directions: Using the processes outlined below, principals can lead discussions with collaborating

stakeholders around the composition of a school's vision, mission, and goal statements. These

procedures can be repeated for each statement type and will guide principals and collaborating

stakeholders through the entire writing process, from initial investigations and explorations to final

composition of the target statement.

ROCESS

TEP

ESCRIPTION

Consider One's Own

Values and Beliefs

Principals should form a clear understanding of what they hope to

achieve and what they hope their school will achieve during their

tenure and beyond.

Principals must identify their core beliefs,

determine what actions and objectives they are willing and able to

commit to, and find how their values overlap with school needs.

Form a Team of

Stakeholder Leaders

Principals should thoughtfully consider which stakeholder groups

should be involved in the process of developing vision, mission, and

goal statements. After determining which stakeholder groups need

to be heard, the principal should invite key leaders or chosen

representatives of those groups to participate in a committee.

Review Organizational

Values and Needs

Principals and the committee should examine available data to

identify areas of strength and development for the school-at-large.

At the same time, they should also conduct outreach to their fellow

stakeholders to identify potential areas of focus and review district

and state policies to ensure alignment.

Establish Consensus

Values and Goals

Principals and the committee should debate which needs and

potential focus areas to prioritize given the available data, school

community perceptions, and contextual factors with which the

school must contend. This process will involve compromise, as not

every need or focus can be encapsulated in the vision, mission, or

goals. It is important, however, to find ways to use this process to

build a shared commitment to those areas that are prioritized.

Share Drafts with the

School Community

After creating initial drafts of any statement,

the principal and

committee should share drafts more broadly with the school

community. Specifically, they should facilitate dialogue

or host

public forums by which stakeholders can ask questions and provide

feedback. This feedback should then inform revisions.

Commit and

Communicate

At this stage, the principal and committee should make any final

revisions to the vision, mission, or goal statements. They should then

publicize the final statement and make concerted efforts to raise

awareness and build commitment with all stakeholder

constituencies.

Source: Multiple

Suggested Procedures to Develop Vision, Mission, and Goal Statements

SUSTAIN ORGANIZATIONAL COMMITMENT

COMMUNICATE CLEARLY AND CONSISTENTLY

No matter how well-composed or thought-out vision, mission, or goal statements are, they will

have limited value and utility unless school stakeholders are aware of and committed to them.

Consequently, principals must work with other school and stakeholder leaders to promote

awareness of the statements and attach clear value to them. Principals need the ability to take

vision, mission, and goal statements from merely being "words on a page" to core principles that

"embody the actions of every stakeholder who belongs to the [school] learning community."

To drive such movement, principals will need to work with others to find creative ways to give life

to vision, mission, and goal statements. Principals should work to develop a larger narrative of

hope and excitement around their school's work in their efforts to build stakeholder buy-in.

This

means that principals themselves should "model [their] school's beliefs, values, and collective

commitments while demonstrating enthusiasm for what will come next."

Principals and their collaborators can

communicate their school's vision, mission,

and goal statements using a variety of

techniques, many of which reflect general

best practices for staff, family, and

community engagement. For example, a

principal may designate select personnel—

such as the individuals involved in drafting

the statements—to serve as ambassadors to

those constituencies with which they have

the greatest influence.

Similarly, principals

may leverage school-focused social media

accounts or a school-hosted blog to publish

content directly related to the school's vision

or mission or about progress related to a

specific goal.

Perhaps most importantly,

principals should align all of their actions and

communications with the values outlined in

the school vision, mission, and goals.

7778

MONITOR IMPLEMENTATION AND REASSESS

Principals are the main overseers of their school's work toward attaining the outlined vision, mission,

and goals. As such, principals must monitor stakeholder actions to ensure that they improve school

outcomes and correspond with the school's established vision, mission, and target goals.

particular, principals should direct stakeholder actions around the vision, mission, and goals to

prevent complacency and ensure continued commitment on the part of stakeholders.

While vision and mission statements may not have linked performance measures, principals can

track activities and progress using formal and informal mechanisms (e.g., process analysis and

observation, outcomes measurement).

Similarly, principals can leverage data related to

specified performance outcomes for each school goal statement to gauge progress and identify

areas of ongoing need.

Such performance thresholds serve as benchmarks that principals can

use to determine whether to intensify actions in specific areas or to divert resources elsewhere.

Creative Ways to Communicate

Source: Community Tool Box | University of Kansas

Add vision and mission to letterhead and

stationary

Display vision and mission on website

Give away memorabilia with vision

and mission

Reference vision, mission, and goals

in press releases

Use vision, mission, and goals during

interviews and presentations

Embed vision and mission in all formal

and informal communications

Depending on the results of the ongoing implementation monitoring, principals may need to

revisit the school vision, mission, or goals, especially as state and district policies change, student

needs evolve, or stakeholders prioritize new areas of concern.

Should a principal—in concert

with other key school leaders—determine the need to update the school's vision, mission, or goals,

they should once again complete the steps used to create the original statements (e.g.,

considering personal values, convening a working group) so that the school's vision, mission, and

goals remain aligned to stakeholder priorities and drive meaningful work by staff and the larger

school community.

On the following page, the Progress Monitoring Checklist for Vision, Mission, and Goal Attainment

lists several evaluative criteria that principals can use to guide progress monitoring to ensure

consistent and ongoing alignment of school stakeholders' work with the school's vision, mission,

and goal statements. By considering these criteria, principals will remain aware of how their

school's daily activities (e.g., governance, operations, instructional programming, volunteer work)

reflect the broader values that the school community strives toward.

Directions: Using the checklist below, principals can monitor their school's activities related to

attaining the outlined vision, mission, and goals. This checklist is meant to guide principals and their

collaborators in asking important questions about school activities and ensuring alignment

between those activities and what the school community intends to accomplish.

EVALUATION CRITERIA

YES

Are school activities adhering to the parameters and values set forth in the

school's vision, mission, and goal statements?

Are school activities having an observable effect on stakeholder (e.g.,

students, staff, families) outcomes?

Is the school on-track to achieve outlined goals based on available data?

If the school is not on-track to achieve outlined goals, did you underestimate

the challenges involved in making progress on a particular issue?

If the school is not on-track to achieve outlined goals, have staff and resources

been allocated correctly to address a particular issue?

If the school is not on-track to achieve outlined goals, were certain initiatives

deprioritized in favor of unexpected and more immediate concerns?

Are any internal organizational changes impacting the school's ability to

achieve the outcomes of its vision, mission, and goal statements?

Are any external community changes impacting the school's ability to achieve

the outcomes of its vision, mission, and goal statements?

Are target outcomes realistically achievable given current levels of progress?

Notes:

Source: The Bridgespan Group and DIY Committee Guide | Developing Governance Group

Progress Monitoring Checklist for Vision, Mission, and Goal Attainment

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