A Good Plan Requires Great Execution

When we think about change, more often than not, a plan is developed, implemented, and evaluated with the goal being improvement. The journey to improve is a process that requires various strategies that are aligned to a specific focus as outlined in a mission statement or vision document that describes the why. Most schools, districts, and organizations have both. The details on how to achieve both the mission and vision come to fruition in the form of desired goals and outcomes supported by specific measures and targets. The final piece to a good plan is the results. No matter how good a plan for change and improvement is, the proof is in the pudding. Here is where execution comes into play.

For the updated edition of Digital Leadership, I created the image above, which outlines the critical elements of a sound strategic plan. In a previous post, I focused on the essential questions as a means to ensure efficacy when time and resources are needed to get the change or improvement process going. While these are undoubtedly important, it is incumbent upon all involved to always think about how the plan will unfold in relation to mission, vision, goals, desired outcomes, and results. 

Mission and Vision

These two planning elements are often used interchangeably or mistaken for one another. Schools, districts, and organizations summarize their goals and objectives under the guise of each of these. Both of these serve different purposes but are often confused with each other. While a mission statement describes what the institution wants to do now, a vision statement outlines what they want to be in the future. Consider this from Glenn Smith:

Mission answers the question, “Why do we exist?” Vision answers the question, “What will the future look like as we fulfill our mission? What will be different?” While mission is about today, vision is about the future, what we will become.

The mission statement outlines the motivation for helping all learners succeed with their education. It provides a basis for how the resulting strategic plan will be developed and implemented. The mission provides the starting point of the journey while the vision adds clarity as to how to arrive at the preferred destination. Both are pretty much pointless without action.

Desired Outcomes and Goals

The plan is all about meeting the unique and diverse needs of learners today, first and foremost. As society continues to change, so should our strategies that align with the vision and help make the mission a reality. Each desired outcome and goal provide a building block to help transform your school or district in a way that best prepares learners now and in the future. The University of Kansas outlines three types of objectives that can be referenced to develop outcomes and goals:

1. Process - These provide the groundwork or implementation necessary to achieve everything specified in the plan.
2. Behavioral - These look at changing the behaviors of people (what they are doing and saying) and the products (or results) of their behaviors.
3. Community-level outcomes - These are often the product or result of behavior change in many people. They are focused on change at the school or district level instead of on an individual level.

The concept of a Return on Instruction (ROI) and the innovative change process can significantly assist in the development of desired outcomes and goals. Once established, following the SMART (specific, measurable, achievable, relevant, timed) protocol will go a long way to ensuring success.

Measures and Targets

The only way to determine if outcomes and goals have been achieved is through the development of specific criteria by which to measure and analyze progress. After these are in place, accountability structures have to be aligned to each. If not, then the chances of success in terms of scalable improvement diminish. How you hold yourself or others in the case of schools and districts accountable for meeting determined measures and targets are not for me or other outsiders to dictate. However, executing any plan in a way that leads to efficacy requires this commitment.  

Results

Success doesn’t come by way of just words, but instead through actions that lead to tangible results. While talk gets the mission, vision, goals, desired outcomes, measures, and targets in place, it’s the qualitative and quantitative evidence that will determine if the plan is a success or not. Great execution of a plan might never achieve the exact results you had hoped for. The key, however, is to determine if they can clearly show in some way that the mission and vision have become a reality.

As the plan is constructed and the time nears for execution consider the following to stay on track:

• Clear expectations and communication are vital.
• Consensus is important.
• Benchmarks help pave the way.
• Accountability is the glue that holds everything together.
• Results either articulate success or provide an opportunity to reflect and start anew.

Planning for change takes time. Executing a plan takes even more time. In both cases, patience, diligence, and commitment will be necessary. A good plan becomes great when it is executed in a manner that leads to evidence that the mission and vision are more than just words, but reality.

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The Path to Efficacy

Organizations, schools, and districts that are successful all lead with efficacy in mind.  The same can be said for teachers and administrators who can effectively implement ideas and strategies in ways that result in improved learner outcomes. To put it simply, efficacy can best be defined as the degree to which set goals are achieved.  The path to achieving it begins with a belief in oneself.  Albert Bandura is one of the most famous researchers in the area of self-efficacy, which can best be described as an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.  To put it bluntly, if people don't believe in themselves, then achieving goals will be near impossible.  Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy.

The next logical step is to move from an individual belief to one that is embraced by the majority.  This is referred to as collective efficacy, which Bandura defined as "a group's shared belief in its conjoint capability to organize and execute the courses of action required to produce given levels of attainment" (Bandura, 1997). It cannot be overstated how much this element contributes to student achievement. Below is a summary from an article by Jenni Donohoo, John Hattie, and Rachel Eells. 

Rachel Eells's (2011) meta-analysis of studies related to collective efficacy and achievement in education demonstrated that the beliefs teachers hold about the ability of the school as a whole are "strongly and positively associated with student achievement across subject areas and in multiple locations" (p. 110). Based on Eells's research, John Hattie positioned collective efficacy at the top of the list of factors that influence student achievement (Hattie, 2016). According to his Visible Learning research, based on a synthesis of more than 1,500 meta-analyses, collective teacher efficacy is three times more powerful and predictive of student achievement than socioeconomic status. It is more than double the effect of prior achievement and more than triple the effect of home environment and parental involvement. It is also greater than three times more predictive of student achievement than student motivation and concentration, persistence, and engagement.

Understanding the critical role self and collective efficacy play in determining the successful attainment of goals lays out a path for achieving efficacy as a whole, something that I expand greatly on in my book Digital Leadership.  Achievement is important, but there are many other facets of school culture that can be improved.  The process can be best articulated through the strategic planning cycle pictured below.

Begin with the end in mind (i.e., goals) while aligning to a shared vision and collective mission. It is then essential to determine specific outcomes, strategies, and measures & targets.  Professional learning, funding, and an array of other supports are crucial to not only stay on the path but also to arrive at the intended destination. The final piece to the puzzle is the results, which can be determined through both qualitative and quantitative means. It cannot be overstated that in the end, it's the degree to which goals have been achieved that ultimately leads to efficacy.

The strategic planning process provides a logical path forward, but there are also many other elements that come into play. In a previous post, I highlighted items in terms of digital initiatives, but upon further reflection, I feel they are worth revisiting as each is important whether or not technology is involved. For anyone that has led change efforts from the trenches, you will more than likely be able to relate to the following.

Questions should lead to more questions

Questions provide context for where we want to go, how we'll get there, and whether or not success is achieved.  Having more questions than answers is a natural part of the initial change process. Consider the following in this order:

• Where do we want to go?
• How will we get there?
• How do we measure success?
• How did we do?
• How can we improve?

Research fuels the "why"

Having a foundation and a compelling reason to change is where research plays a pivotal role. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. We can look to the past in order to inform current practice. If efficacy is the goal, embracing a scholarly mindset to inform and influence our work, not drive it, is critical.

Practicality leads to embracement

It is hard to move any initiative or idea forward if people can't see how it seamlessly aligns with what they already do. The key here is embracement as opposed to buy-in.  If it's not practical, the drive to implement new ideas and practices wanes or never materializes.  

Evidence provides validation

The only way to determine if goals have been met is through evidence. To discount this shows a lack of understanding as to what real change looks and feels like in education.  Evidence can come in many forms, but in the end, it should clearly paint a picture that the ideas and strategies implemented have resulted in a better, more improved outcome.  A combination of data and artifacts will tell you and anyone else whether or not goals were met. 

Accountability ensures success

What's measured gets done, plain and simple. Accountability is prevalent in every profession and is not something that should be feared or loathed in education.  The key is to establish protocols (checkpoints, check-ins, walk-throughs, observations, evaluations, portfolios) that ensure everyone is doing their part and is provided feedback on the way leading to accountability for growth.

Reflection propels growth

I love the last question that comes at the end of the strategic planning cycle, and that is how can we improve.  Since there is no perfection in education, this is a question we should always be asking and reflecting on. 

The path to efficacy can be an arduous and frustrating journey.  No one likes to spend time coming up with goals, and associated action plans only to have them not come to fruition.  Developing a strategic plan and following through based on the elements described above will help get you there, but staying on the path also requires teamwork, communication, patience, and professional learning.  In the end, when success is achieved, the journey and time spent are well worth it. 

For more on the topic of efficacy check out the short video below.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Eells, R. (2011). Meta-analysis of the relationship between collective efficacy and student achievement. Unpublished doctoral dissertation. Loyola University of Chicago.

Hattie, J. (2016, July). Mindframes and Maximizers. 3rd Annual Visible Learning Conference held in Washington, DC.

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ICT and eLearning at HPSS Vision and Strategic Planning

In the spirit of openness and sharing, here is my first draft (of many I am sure) of our ICT and e-learning strategic plan which is born out of school values and vision.

Our Vision, Values and ICTs

Our Vision

To create a stimulating, inclusive learning environment which empowers learners to contribute confidently and responsibly in our changing world

Our Mission

Innovate, Engage, Inspire

Our Goal

Innovate through personalising learning. Engage through powerful partnerships. Inspire learners to be empowered.

Our Values

Empowered Learners who are resilient, responsive, resourceful

Personalised learning which develops curiosity, passion, excellence

Powerful Partnerships which enables learners to connect, collaborate and contribute

Our Values, ICTs and eLearning

We inspire to develop empowered learners who are:	This means:	What this looks like:
Resilient	persistence, determination, self-motivation, positive thinking, flexible, manawanui, spirited, pono, managing distractions, ‘can-do’ attitude	Open internet access that encourages learners to develop strategies for managing self online. Giving learners choice around tools and platforms for illustrating their learning.
Responsive	responsive, flexible, open-minded, seize opportunities, actively engaged with others, with opportunities, respectful relationships, caring, empathy, honest, fair, integrity, ethical, responsibility, awhinatanga, manaakitanga, whakapiringatanga	Learners develop digital citizenship skills and strategies so as develop respectful and ethical behaviours online. Platforms and tools are flexible and learners have choice to ensure they can be responsive to needs. Learners will have easy access to a range of technology, will be encouraged to bring their own device, to ensure access as and when needed.
Resourceful	enterprising, able to access and use resources around them, problem solving, critical thinking, ingenious, independent, imaginative, creative, capable, purposeful, rauhanga	Being able to locate, critically assess and use resources online according to need. Being proactive and persistent in their use of technology. Being ready, willing and able to learn how to use ICTs in different ways - independently or with others. Using online and offline resources usefully.
We innovate through personalised learning to develop:	This means:	What this looks like:
Curiosity	questioning, playfulness, inquiry, questioning, discovering, exploring, seek, investigation, thirst for knowledge, reflective, thinking	Thinking critically, creatively, reflectively about their use of ICTs. A stimulating culture of inquiry teaching and challenging inquiry based learning. Using evidence to inform choice of ICT tools and platforms to support teaching and learning.
Passion	enthusiastic, excitement, positive, interested, engaged, inspire and be inspired, hunger for learning, absorption, dedication	Learners develop, use and share ICT tools and platforms of their choice. Teachers sharing their passions and encouraging learners to do the same. Learning without boundaries or limits of time and place enabled by effective use of online environments.
Excellence	innovation, risk taking, high expectations, mastery, rigour, challenging , authentic, quality, leadership, pai, agency, metacognition, mana motuhake	We all set high standards for ourselves and expectations of others. We establish a model of high-trust and clear consequences around managing self online. Learners demonstrate mastery in the use of ICT tools and platforms with a clear understanding of best fit for specific learning outcomes.
We engage through powerful partnerships which allow us to:	This means:	This looks like:
Connect	build trust, develop relationships, communicate effectively, whanaungatanga, making links	We develop caring, trusting productive relationships off and online. We communicate effectively. We use ICT tools and platforms effectively to make links in our learning, between people and to the community and wider world.
Collaborate	co-constructing, teamwork, sharing, cooperation, negotiation, planning, kotahitanga	We are ready, willing and able to use a range of ICT tools and platforms to listen to, work with and learn from others. We all add to and draw from the strengths of each other. Working online and offline with others on a local, national and global scale.
Contribute	participate, actively engage with, give back, service (community projects, academic, sporting, cultural, entrepreneurial, co-curricular) koha	We contribute to our own growth and learning, to our community, environment and wider world as responsible digital citizens. We share our learning with others online, through collaborative online platforms such as Google, Moodle and the VLN. Using a range of ICT tools and platforms to participate in and share community projects, academic, sporting, cultural, entrepreneurial and/or co-curricular activities.

Strategic Planning

Infrastructure

As a PPP school much of the infrastructure is set up for us by Hawkins Construction. Torque IP have also been engaged to take on the role of advice and guidance to support with the planning and procurement of any additional ICT infrastructure and services such as copiers, printing and telephony.

Wireless/Internet Access

We would like universal internet access available to all teachers and students on site at Hobsonville Point Schools. We would preferably like a “hot spot” style of internet connection that allowed connection via a webpage requiring username and password.

Security

As we are a secondary school, we feel it is appropriated to have as open internet with as little filtering as possible. Whilst it would be useful to have low level internet filtering and the ability to monitor internet use, it will be important that for the most part learners are trusted to manage themselves appropriately online. Clear parameters around “appropriate use” will need to be established, supported by a “high trust, swift consequences” approach to managing use of the Internet and related resources.

Hardware

As we are planning to be a BYOD school we will be moving away from the traditional computer labs. Specialised learning areas will be equipped with desktops according to need, e.g. Macs for graphic design, Music, Media etc. A number of desktops will be available to students in each learning area. A number of laptops, tablets, digital cameras and accessories will be available for students (and staff) through the library issuing system.

Staff laptops (and tablets)

Staff will be issued with a base model TELA laptop of their choice. Staff are invited to bring their own tablet to use at school. If they do not own a tablet and would like access one, they may choose to use a school tablet in school or if if they wish to purchase one HPSS will broker a hire purchase agreement with Cyclone Computers which would allow for staff to own a tablet for a small weekly payment.

BYOD

HPSS will be a ‘bring your own device’ school, which means students will be invited to bring their own device(s) for learning. Recommended specifications will be provided for students and parents. Equity devices (Most likely netbooks) will be available on loan through the library system to those students that need them. HPSS will also establish a hire purchase agreement with Cyclone Computers on the parents behalf, which would allow learners to own a device for a small weekly payment. A number of desktop computers will also be available to all students in the learning commons and classrooms around the school.

LMSs

One of our challenges will be maintaining the balance between learners having choice and the need to provide a single “front door” for learners, family and whanau. I would like to suggest that an integrated platform using Moodle as the first point of contact will meet this need. I would like to suggest the integration of the following online platforms:

• Moodle
• Google Apps (Can we have Google+ open for the secondary school and closed for the primary?)
• MyPortfolio
• eTV (this may be available for the secondary only, due to access to mature content?)
• plus our library system (Oliver, Koha, AccessIT?)

Decisions will need to made as to how many of these platforms will run across both schools.

Teachers and learners will be encouraged to use Moodle as the first point of access and information for all Specialised Learning Modules. They will also be free to integrate any other tools and platforms that meet the specific needs and demands of learning outcomes.

SMS

Kamar has already been installed as the Hobsonville Point Primary School student management system. It would be useful to maintain a single SMS across the two schools. This may however present issues in terms of how we would each like to use it and/or have it structured. It would also be useful to have the Kamar parent and student portal available via the Moodle front door.

Student Email

All students will be required to have a Google (gmail) account set up for them on enrollment. This should be within the same domain as the primary school and school staff so as to allow ease of communication and sharing within the Google Apps for Educators environment.

Single Sign-On

Single sign on will be needed across the LMS and SMS platforms to enable seamless integration and to allow students to access all school platforms with a single long in. It would be preferable if this was integrated with wireless hotspot login as well.

Provisioning

It would be useful if all students were provisioned into the outlined LMSs on enrollment. Provision and organisation into class groups will need to determined. Alternatively it may useful to run Moodle in self-enrolment mode to enable learners to enrol into courses and groups as needed.

Digital Citizenship

As HPSS will be operating a high trust model approach to e-learning and ICT use it will be paramount that all learners complete course of study that addresses positive Digital Citizenship in its broadest sense. Netsafe provides the following definition.

A digital citizen:

• is a confident and capable user of ICT

• uses technologies to participate in educational, cultural, and economic activities

• uses and develops critical thinking skills in cyberspace

• is literate in the language, symbols, and texts of digital technologies

• is aware of ICT challenges and can manage them effectively

• uses ICT to relate to others in positive, meaningful ways

• demonstrates honesty and integrity and ethical behaviour in their use of ICT

• respects the concepts of privacy and freedom of speech in a digital world

• contributes and actively promotes the values of digital citizenship

An online resources has been developed to support staff here:

https://sites.google.com/a/hobsonvillepoint.school.nz/hobsonville-point-schools-digital-citizenship-guidelines-for-teachers/

Creative Commons

A creative commons policy has been established as part of our wider school policies. The Creative Commons will become the default copyright status of all documentation produced in school, unless specified otherwise.

HarbourNet/FarNet

As a new school, it will be difficult to provide a full range of subjects that meet the needs of all learners. One way that we would like to address this is through establishing a formal relationship with HabourNet and FarNet as a a way of providing distance learning for subjects we are able to offer in house. This will require a dedicated space with Video Conferencing set up. It will also cost the equivalent of 0.2 of one teacher and the establishment of an e-Dean.

ICT support

Norrcom have been engaged to provide implementation and management of ICT services at Hobsonville Point Schools. At present their support is primarily remote with part-time onsite support. This may be an appropriate level of support for the short term, but will need to be reconsidered long term. Particularly as the secondary school with a BYOD school.

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