Syndrome of School Improvement
(*pronounced Lint, Tint, and Nint)

We have all experienced the LYNT, TYNT and NYNT syndrome of school improvement efforts in our career as educators.  Nothing deflates the energy of staff more than a feeling of “here we go again” with a new program to improve our performance.   Our experiences as a former superintendents, building principals,  classroom teachers and now as independent consultants have clearly demonstrated that the Last Year’s New Thing (LYNT), This Year’s New Thing (TYNT), and Next Year’s New Thing (NYNT) approach to school improvement has not only dominated many school improvement efforts but is alive and strong. 

All too often it seems that someone reads an article or attends a conference and learns about a new program promising to improve student performance, close the Achievement Gap, improve student engagement, enhance teacher instructional skills, etc., etc., etc.  Usually, these are followed by new initiatives, expenditures for new programs, new texts are put into place or new professional development strategies are introduced.  These new models may be approached with great enthusiasm only to fall short of their intended results.  As independent consultants, we have the opportunity to visit many schools and witness, all too often, what stands in the way of realizing the promises made and the skepticism these implementation flaws create. 

Before any new program or initiative is introduced we propose that an evaluation of the current program/approach be conducted to identify the nuances that are standing in the way of realizing the desired results that the current programs promised.  In other words, how and what can we do to improve our current programs?  This is the hard work of school improvement and requires a roll up your sleeves mentality.    

A great example is the current focus on improving teacher evaluation tools to enhance instructional skills in our classrooms that almost every state has required. The instructional framework and rubrics developed by various researchers are excellent tools designed to improve instructional practices and, in turn, improve student improvement. 

However, after working with districts throughout the country, we have seen that the new models are not necessarily changing practice or delivering the improvement promised.  The deficiency does not rest with the models but rather an all too often common problem – a flawed implementation process.  We have come away with a feeling that new requirements have been implemented in a check-off manner (TYNT), and school leaders are already looking for or addressing next year’s new thing (NYNT).    

We propose that instead these new efforts, programs, initiatives need to be kept front and center and continually revisited over the long run.  Instead, however, we have returned to schools/districts and have heard the all too often refrain in so many words,

“We did that!”  And, they are now focused on the “Next new thing.” 

We can all agree that teaching is one of the most complicated and difficult skills.  Therefore, we cannot continue to operate in a “We did that” mode?   This is just one of the many examples of the LYNT, TYNT and NYNT model.  But, there are many schools/districts that do understand what must transpire for real change to take place and improve existing programs.  We encourage you to share some of your success stories that have changed the results in your school/district. 

“Analyzing Over 100 Factors impacting Higher Performance”

The next time you take a flight, take a moment to observe the preflight process that is taking place on the plane prior to departing the gate. While passengers are busily being seated, the pilots are checking systems to ensure that everything is functioning properly.  On a plane, there are a variety of systems that must function properly for the plane to reach peak performance. Many of these complex systems are dependent on each other with a level of redundancy built into them to prevent any major malfunction. The gauges in the cockpit act as primary indicators of performance but as most pilots would argue, there are subtle features in handling the plane that can forewarn those in control that performance is being impeded in some way.

Much like in aviation, education has many moving and interrelated components. While attending exclusively to one component may contribute to better performance, the interrelationships of these components establish the connections which make higher performance possible. When the organization is “running on all eight cylinders,” a synergy of effort unleashes internal creativity and capacity. Organizational decision making, resource allocation, methodological application, and instruction are all laser focused on maximizing student potential. Our School Systems Cross Check Instrument provides the leadership with the data to identify the disconnections and obstacles to improving student achievement by examining four major components and over 100 additional factors that contribute to performance. The relationship of these components and factors are further examined in the context of a stakeholder’s perception of the strength of each component and factor within the organization. Data from the instrument further provides the leadership team with information necessary to link all school systems to each other in a manner that generates collaborative growth and higher performance while utilizing existing resources.

While pilots are “crosschecking” system performance during preflight to assure maximum performance, we encourage leadership teams to “Cross Check” a school system’s vital components so that maximum performance is reached. In the end, a district’s flight path is dependent on the ability of its pilots to manage its systems.

Sounds like a crazy question?  Not really!

On the surface, all educational leaders state that of course student achievement is the priority of the school or school district but privately many leaders indicate that they are overwhelmed with mandates, minutiae and a myriad of operational issues.  Others indicate that fulfilling state mandates associated with teacher performance, the student achievement issue will solve itself.  Obviously, in reviewing student performance results by state, it is clear that the implementation of any one program to solve the complex problem of underachievement is not the answer.  Conversely, layering programs on top of each other or a combining of unconnected programs are also not the answer.

Without question, there are many interrelated layers to the achievement challenge which require an in-depth examination.  To peel back the layers of the “achievement onion,” take a moment to examine the organization’s alignment to its goals, outcomes and resource allocation.  Ask one’s self if a culture of continuous improvement has been nurtured.  Is there an internal attitude committed to overcoming obstacles? Is your staff willing to persevere until it meets the organization’s achievement goals?   Additionally, accountability systems must reflect the values of the organization. Remember, what gets measured gets done! Finally, as leaders do you have the “will” and courage to facilitate the change necessary to meet the achievement challenge.

We believe that All schools have the internal capacity to reach higher performance levels.  One need not look further than one’s own staff and leadership team to identify the talent to get the job done.  Having observed low-income schools with few resources reach amazing levels of student performance, we know that it is not about money and gimmicks.  We also know that excuses will not deliver better outcomes.  It is all about instructional focus and finding the gaps in the interrelated elements of alignment, attitude, accountability, and leadership.

If your focus is about survival or maintaining the status quo, let us help you or your organization focus on real student achievement growth and begin to take the next step to “reaching higher for success.”

Doug Pederson, coach of the Philadelphia Eagles, before their Super Bowl victory, prophetically stated that

individuals make a difference but it takes a team to make a miracle.”

In education, we have many wonderful teachers and administrators but for a variety of reasons they retreat into their silos and withdraw from the collaborative process which is necessary for schools and districts to succeed.  It may be the result of frustration in dealing with confusing and failed initiatives or possibly just the instinct to survive in a chaotic, poorly organized environment. Under difficult circumstances, some teachers do the best that they can do while others drill down to a philosophy of “just helping those that are seeking help.”  But for schools to reach higher performance levels and for ALL children to reach their potential, teachers and administrators must work together on the substantive issue of achievement.  Teachers can’t mobilize the staff on their own.  It requires the efforts of administrators who believe that it is their mission to deliver a quality education to each and every student entrusted to them. It requires that leaders build a team that “buys into” the mission that is not only possible for ALL children to learn but to succeed and reach their highest performance levels.

Too often, in examining the challenges associated with underachievement, school and district leadership teams immediately focus on the need for additional resources or additional funding rather than looking inward to identify the strengths of the school, staff, and stakeholders.  In contrast, the Philadelphia Eagles, when confronted with adversity recognized the need to pull together rather than bemoan the obvious.  In another prophetic statement, a lineman, realizing the importance of team and the synergy needed to win, stated that

We all we got. We all we need.”

The Exemplary Schools Organization believes that ALL schools have everything that they need to achieve.  It is a matter of organizing its component parts to reach a level of synergy for progress to emerge. It is a matter of recognizing the disconnections between Alignment, Attitude, and Accountability and having the Adept Leadership required to collaboratively devise a plan for success.  Respecting everyone’s unique capabilities and believing in each other is the first step.

At the Exemplary Schools Organization, we believe that change also begins with looking inward but it is what we do with those reflections that will make a difference.  Individuals do make a difference but the real power of growth lies in the team.  It is through the “power of team” that real solutions are devised and real goals are met.

Just ask the Philadelphia Eagles!

Jack Welch, the Executive Chairman for the Jack Welch Executive Management Institute recently posted “The Number One New Year’s Resolution Every Leader Should Make.”

His post on Linkedin suggested every organization leader should ask these questions:

• Has the team really bought into the mission?
• Do they understand where we’re going, and why we’re doing what we do to get there?
• Have I made it clear to them what’s in it for them when we get there?
• Am I celebrating their achievements, reaching the milestones we’ve established?
• Am I coaching them in a constructive manner so that they feel that I have their back?
• Do they always know where they stand?
• Have I given them the freedom and authority to raise these same questions with the team?

I would also suggest that it is an excellent time for schools and districts to reflect on what is working, what is not working and to adjust course if necessary.  We often recommend mid-year Board and Leadership retreats to accomplish this task.  Take the time to celebrate but tweak what needs tweaking.

We have found that “often the subtleties in the implementation process define the difference between success and failure.”

Vincent F. Cotter, Ed.D.
Bob Hassler, Ed.D.
Co-Founders, Exemplary Schools Organization