It’s easy to say a school performance framework (SPF) will be useful to school leaders, but it’s another thing entirely to actually design an SPF with school continuous improvement as the primary purpose. In fact, some of the design features that might make an SPF more useful to principals on a day-to-day basis might mean the SPF is less useful for families and system leaders.
In our recent project available at SchoolPerformanceFrameworks.org, my co-authors and I identified school-level continuous improvement as one of three primary “use cases” that could shape SPF design decisions. A “use case” is a concept borrowed from the world of technology and design meant to help designers (in this case, local education leaders) think through their users’ needs. The other two use cases for SPFs are “system management and accountability” and “family and community information.” We found that too many SPFs try to fulfill multiple uses at once, without clearly thinking through priorities and potential tradeoffs.
An SPF designed for school continuous improvement is meant for principals, school academic leaders, and the front-line district staff supporting them to shape school operations, culture, staffing, and student experience — all in service of better student outcomes. An SPF built primarily for this purpose should allow principals to understand how they are performing relative to district goals, diagnose key strengths and weaknesses, and flag any potential problems. What would an SPF for this purpose include in terms of design? Continue reading