School turnaround refers to efforts to improve chronically underperforming schools. Schools that consistently demonstrate low student achievement often undergo administrative changes and interventions aimed at rapidly and dramatically improving performance. Effective leadership is widely regarded as one of the most critical components of successful school turnaround efforts.
Key Elements of Turnaround Leadership
Research has identified several key practices and competencies shared by leaders who have led effective school turnarounds:
Vision and Standards-Based Plan
- Develop a clear, focused vision and standards-based plan for rapid improvement
- Set high expectations for student academics and behavior
- Continually emphasize aspirations and drive toward specific, measurable goals
Targeted Improvement Strategies
- Identify the changes needed to improve student outcomes
- Focus intently on improving instruction quality and rigor
- Provide job-embedded professional development aligned to instructional priorities
School Culture Transformation
- Change the ingrained assumptions, habits, and mindsets that comprise school culture
- Establish a student-centered culture of high expectations and accountability
- Improve morale, relationships, communication, and collaboration
Data-Driven Decision Making
- Use data systems to closely monitor student performance
- Identify problem areas and make evidence-based decisions on changes needed
- Continually analyze and refine improvement strategies based on impact
Key Practices for Leading Turnarounds
The case studies reveal common high-leverage leadership practices:
Establishing Shared Direction
- Rally staff around urgent need for dramatic improvement
- Continually reinforce high expectations and aspirations
Transforming Culture and Conditions
- Change norms, assumptions, and beliefs impeding improvement
- Ensure orderly environment needed for student learning
Ensuring High-Quality Instruction
- Prioritize improving rigor and quality of classroom instruction
- Establish instructional framework aligned to standards
Fostering Data-Driven Continuous Improvement
- Use early warning systems and frequent data to expose problems
- Continually analyze, adjust, and refine improvement efforts
Here are answers to some frequently asked questions about leading school turnarounds:
What are the first steps a new turnaround leader should take?
In the first 1-2 months, turnaround leaders need to establish trust, assess root causes of underperformance, set clear improvement priorities, and create quick wins to build momentum. Getting some fast visible victories is crucial early on.
What systems or structures need changing in most turnaround schools?
Ineffective schools often have resources wrongly aligned to peripheral rather than fundamental needs. Turnaround leaders frequently need to rethink schedules, staff placement, interventions, assessments, data practices, support roles, funding allocations and operational systems.
How should staff who struggle with the fast pace of turnarounds be handled?
Turnaround leaders should provide extensive support and development opportunities early on and assess how receptive staff members are to quick improvement. However, those unable or unwilling to meet elevated expectations may need being removed quickly despite prior tenure.
What important mindsets help turnaround leaders achieve success?
A relentless focus on instructional improvement, belief that success is achievable, willingness to challenge longstanding practices, comfort disrupting the status quo, and sense of urgency are vital mindsets.
Is it advantageous for the district to bring in an external turnaround leader?
Often an outsider is better equipped to fundamentally disrupt dysfunctional norms and cultures. However, paired with a respected insider, external leaders can leverage contextual wisdom while driving transformational change.
Conclusion
Dramatically turning chronically underperforming schools around is an enormously challenging undertaking requiring exceptional leadership. Research makes clear that success is predicated on leaders who boldly establish high expectations, build staff capabilities at an accelerated pace, make data-informed decisions on changes needed, and continuously track performance. With strong leadership and staff commitment, however, even schools with long histories of underperformance can achieve remarkable results. The use of school management system software with integrated data dashboards and early warning systems can provide turnaround leaders with the timely information and support needed to drive rapid, sustainable improvements. But in the end, courageous, dedicated leaders willing to shake up the status quo offer the most hope for catalyzing the profound changes essential to better serving students trapped in failing schools.
