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ERIC Number: ED494097
Record Type: Non-Journal
Publication Date: 2006-Mar
Pages: 4
Abstractor: ERIC
When the Plan Becomes Part of the Problem. Newsletter
Center for Comprehensive School Reform and Improvement
Conventional wisdom says that a person can never plan enough or be too prepared. Conventional wisdom is often correct. Many successful schools--those that ensure that all students achieve at high levels--follow a detailed and comprehensive school improvement plan like a blueprint. But if this is so, why is it that many other schools that produce equally detailed and comprehensive plans do not achieve these same results? In trying to deal with the complexities of school improvement, schools sometimes find that school plans at best do not help and, at worst, actually become a part of their problem. This month's newsletter explores four mistakes common to the school planning process and improvement plans and offers solutions to correct them. Worthwhile improvement planning is not simple. To be done right, it requires thought and, ironically, planning. While many components of a school improvement plan merit attention, focusing on building an effective improvement planning team, conducting a thorough needs assessment, creating goals that are meaningful and attainable, and committing to a cycle of continuous evaluation create a school improvement plan that is just that--a plan that will guide a school to improvement. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]
Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Elementary and Secondary Education (ED), Washington, DC.
Authoring Institution: N/A
Grant or Contract Numbers: N/A