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ERIC Number: EJ831154
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-1931-6569
Transformational Assessment: A Simplified Model of Strategic Planning
Bardwell, Rebecca
AASA Journal of Scholarship & Practice, v5 n2 p30-37 Sum 2008
Strategic planning is a way to evaluate a present situation and set a course for the future. While there is no dearth of literature on Strategic Planning, there appears to be reluctance on the part of K-12 educators to engage in strategic planning. Besides the cynicism about change, another roadblock to strategic planning is the time it takes. This is particularly problematic in a school where teachers have little time to meet and discuss their daily concerns let alone redesign the school. For strategic planning to be effective it has to energize as well as engage teachers. Several authors have described examples of successful reform efforts and have highlighted in these descriptions needed elements of change. These elements have included educator- or stakeholder-driven change, school by school change, and data driven change. This needed, collaborative, participatory, school-focused and data-driven model for school reform or strategic planning can be found in Transformational Assessment. The objective of Transformational Assessment is to energize and empower school personnel to engage in reform planning that addresses the specific needs of each school community and builds school leaders in all stakeholders. This article discusses the five steps involved in Transformational Assessment. These are: (1) visioning; (2) refraction; (3) assessment; (4) investigation; and (5) implementation. (Contains 2 figures.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A