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One of my goals as a leader is for my district to be functioning at its greatest potential, making the most significant impact possible.

Oxford School District strives for that goal every day. Realistically, I know that to reach this goal, our district must continually be focused on improvement; status quo cannot be part of our daily conversations. Rather, our daily conversations must focus on how to constantly get better, and these conversations are happening across the district 鈥� from the boardroom to the classroom. Why? Because we believe true improvement changes our systems and processes at all levels, and an educational system spans from the boardroom to the classroom, which means everyone must be invested in improvement work. This is why improvement is a system-wide effort.

One thing I鈥檝e learned is that people build capability in organizations. They are an organization鈥檚 greatest resource and offer the greatest benefits to the organization...

One thing I鈥檝e learned is that people build capability in organizations. They are an organization鈥檚 greatest resource and offer the greatest benefits to the organization; therefore, I believe that leaning into conversations about their work with them magnifies improvement efforts. People are more than task contributors; they are integral to the improvement of the organization, and they are in the places where improvement takes root. Truthfully, without team members, improvement doesn鈥檛 happen. Regardless of where we 鈥渟it鈥� in an organization; we all play a valuable role in improvement work, and engaging in this work is a journey we share. 

Experimenting in Improvement Work

This belief that improvement work is shared led to the creation of an improvement lab in the Oxford School District. This 鈥渓ab鈥� is a meaningful time for school and district leaders and cabinet members from across the district to come together to discuss complex problems of practice in a supportive environment. 

During these improvement labs, a group or department shares a brief presentation related to a district goal they are responsible for, the actions being used to address the goal, and the results of the actions. The other participants act as consultants, perceiving the problem as if it were their own. Following the presentation, presenters listen silently as the rest of the group discusses the problem presented. After silently listening, the presenters re-engage with the rest of the group in conversation. The objective is to provide opportunities for groups to see problems and opportunities differently, to explore improvement efforts aimed at specific goals, to scale the practices that are working, and to identify better practices where necessary. 

The results of these labs have been tremendously positive, and we have seen significant gains from these opportunities. Participants set aside competitiveness because the problem is approached as a shared challenge, and they recognize that our success is mutual and that students benefit from the improvements.

Scaling the Work

The goal for every level of an educational organization is student success, and our shared improvement efforts move us toward this goal together. When investing in improvement and sharing our learning, we improve education for children everywhere. Therefore, the key to improvement work is not just the tactics and practices; it鈥檚 also scaling and sharing. Let me share, then, some of the lessons our district has learned from our improvement work. 

• Build systems and processes that make high-quality work sustainable. Improvement is only part of the equation; improvement practices must be sustainable. Don鈥檛 pick practices that make the lift heavier; make the lift lighter. 

• Engage in conversations about what鈥檚 working and what needs to be changed. Until we engage in conversations about what works and what doesn鈥檛, we stay stuck where we are and don鈥檛 move toward improvement. Healthy conversations about what works and what doesn鈥檛 move us toward long-term, systemic improvement.

• Capitalize on wins (what is working) by scaling those wins to other areas of the organization. Remember, in scaling what works, students benefit, and educational systems thrive.

• Learn from those closest to the work. Those closest to the work see the problems, know what impact the problems have, and identify potential solutions. Give people freedom and empower them to identify ways to improve their work.

• Show people their value and how their work contributes to student success. When people see their value and their contributions as significant to student success, they better understand the benefit of doing improvement work and the importance of everyone involved in the work.

• Empower people to solve problems and take risks. Not every effort at improvement has the results we anticipate. The perceived 鈥渇ailure鈥� of an effort simply brings clarity to what might work. Therefore, make it okay for people to try something new and make a change that may not work.

As we move together toward improving educational systems, let鈥檚 share the journey for the success of students everywhere.