This is the fourth blog post in our #SGInstitute series, led by our Strategic Advising practice on lessons learned from advising schools, networks, and districts on growth and expansion.
Think about your school’s morning arrival procedure. Maybe your school starts the year with a combination of a “kiss and learn” drop-off lane, a volunteer crossing guard, and a number of teachers and leaders who welcome students into the building and offer caring touchpoints. There is also a team of people ensuring breakfast is ready and in the proper location.
But maybe this doesn’t work out as planned. The procedure doesn’t work well in the rain, or when the time changes and it’s still dark outside. Or maybe it doesn’t work well because students need more time, or because parents stick around in the morning to talk with teachers and leaders.
So your school teams test, pilot, and refine this procedure, and maybe they even do so more than once. But what happens the following school year when the person who led the effort is on parental leave and the school welcomes new team members?
Far too often, these kinds of procedures — and the important lessons learned — don’t get written down and saved in an easy, logical place. This forces new staff to recreate the wheel and causes frustration and burn-out from returning team members. It means the team is losing valuable time thinking about problems that were solved in the past instead of building upon new opportunities to support student learning.
We encourage all our Strategic Growth Institute cohort participants to systematize and codify their work, documenting the key activities and decisions that have been made over time about not only operational procedures, but also instruction, human capital, professional learning, budgeting, governance, and development. (The graphic below lists types of practices to consider documenting.)
Doing so creates an opportunity to reflect on two key questions: Continue reading