Promises and Pitfalls: Principals Using Short-Cycle School Improvement Plans to Optimize Organizational Change

Autor/inn/en	Meyers, Coby; Aaron, Tiffany; Hitt, Dallas Hambrick; VanGronigen, Bryan
Titel	Promises and Pitfalls: Principals Using Short-Cycle School Improvement Plans to Optimize Organizational Change
Quelle	In: International Journal of Educational Management, 37 (2023) 4, S.846-862 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyers, Coby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-07-2022-0256
Schlagwörter	Principals; Educational Improvement; Leadership Responsibility; School Effectiveness; Elementary Schools; Middle Schools; High Schools; Goal Orientation; Change Strategies; Planning; Program Effectiveness; Program Implementation; Needs Assessment; Program Length; Administrator Role + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Zielorientierung; Zielvorstellung; Lösungsstrategie; Ablaufplanung; Planungsprozess; Bedarfsermittlung
Abstract	Purpose: School improvement planning has been a central part of school improvement initiatives for decades. Evidence suggests, however, that traditional planning processes are regularly superficial. In the USA, some principals have begun developing short-cycle planning designed to encourage school leadership teams and staff to develop, monitor and adjust plans throughout the academic year. Design/methodology/approach: In this study of eight schools in one urban district, the authors analyzed multiple rounds of short-cycle improvement plans and principal interview data to assess the progress schools made implementing plans over the course of a semester, the ways in which plans were monitored and adjusted and the extent to which principals embraced short-cycle planning. Findings: The authors found that many tasks from first semester plans were completed, which informed the development of plans for the second semester. Observational data were primarily used to monitor plan completion, although principals engaged in monitoring but relied on their leadership team to do so. Principals reported regular engagement with plans throughout semester, but plans were seldom adjusted within a semester. Originality/value: The findings suggest that short-cycle planning is potentially a viable alternative to traditional annual planning as principals communicated being more engaged and adaptive. Still, the evidence also indicated that old habits might be hard to break as school leaders did not monitor and adjust plans frequently enough to guide improvement efforts in relative "real time." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01