The Planning Action

ThePlanning Action

ThePlanning Action

GrandvilleSchool District realized that the implementation of its existingreading efforts had become inconsistent. This was attributed to theirlack of success to adequate opportunities that could integratemeaningful professional learning and collaboration (D`Ette,Joyner &amp Beckwith, 2012).Furthermore, they realized the need to improve instruction andcollaboration across the district. It utilized Planning Action andits six steps.

Tobegin with, it reviewedexisting research about empirical practices that can be adopted toimprove teaching and learning in schools. For instance, theSuperintendent Dunbar located three essential articles to study in aneffort to address high-quality, job-embedded professional learning inthe schools. This enabled the team to understand how to offerhigh-quality professional development in the area. In particular, thearticle helped them acknowledge the need for provision of protectedtime for regular collaboration of teachers for alignment ofindividual instructions to state standards and planning forhigh-quality lessons .

Second,Curriculum Director, Oscar Franklin, introduced the team to theProfessional Teaching and learning Cycle (PTLC). Throughout thelesson, the team explored the six steps in the PTLC. Thedeliberations saw the members more enthusiastic. It enabled them torealize that there was the need for many changes in relation tointeraction among Grandville District teachers. For instance, it wasnoted that there lacked professional respect and trust among manyteachers thus this initiative was deemed timely.

Third,the team scrutinized their current plan in an attempt to establishwhether any of the actions or strategies was to be maintained orupdated to meet the particular needs of the schools. For instance,after realization that the tutoring program was resulting indesirable achievement outcomes for students, they resolved to extendit to additional students. However, they scraped out two existingreading programs that showed minimal success, and furthered theirfocus on implementation of the fruitful one. Moreover, the teamobserved that a good number of the strategies and steps failed toaddress needs they had identified in the needs assessment process andresolved to scrap them out from the following year’s plan.

Inthe fourth step, the team recalled and capitalized on the descriptionof an ideal state to establish SMART goals that would held assistthem realize their ideal state. Thereafter, it established threeobjectives that would help achieve its goals. Furthermore, theyutilized what they had learned about monitoring the use of strategiesto develop strategies for every objective. The team successfullyidentified the evidence of implementation and impact for everystrategy and develops their respective action steps (D`Ette,Joyner &amp Beckwith, 2012).

Lastbut not least, it presents the improvement plan to the school boardby describing how it was developed and how it was to be implemented.It also makes it clear that support from the board will be necessaryto keep the improvement plan a priority.

Finally,Gail Perkins and Tonya Sykes, the two teachers representingDelightful at the district team, guide their colleagues in developingthe improvement plan in their school. Having played an active role onthe district leadership team, Ms. Perkins cooperates with the schoolleadership team to successfully develop strategies and actions intheir school aligned to the district plan. The school plan iscompleted in time just before the year ends, and the team isdetermines how it will share the plan with the rest of the staff comethe first day of the following school year.


D`Ette,F. C., Joyner, S. L., &amp Beckwith, S. B. (2012). GettingSerious About the System: A Fieldbook for District and SchoolLeaders.Corwin Press.