Every school or district is a unique ecosystem. Each has its own mission, culture, context and priorities. No two are the same.
That’s why Greg’s approach is different. Meaningful change requires a long-term process with a systemic approach and a collaborative partnership. I apply proven frameworks and processes to support the school’s journey toward achieving its goals and activate its potential to sustain its efforts. Greg works across all systems and stakeholder groups to support your vision.
Although each school or district is unique, there are common elements explored as a program is tailored for each partner.
1. Discovery: It is extremely important to learn about your organization and your goals, understand the context in which you work, and meet the people that make it all run. In the Discovery process, we create a comprehensive overview of your organization, document your goals and objectives (desired state), assess your current state and the work required to achieve your desired state, and recommend a high-level process for making it happen.
The ‘discovery process’ provides schools an opportunity to take a step back from their mission, vision and objectives to better understand how all these important aspirational goals interconnect. Being able to make sense of the network of ideas and how it relates to student learning and development brings clarity and an honest sense of purpose. You could say it is like from going from something that is quite linear to a true web of ideas and a preferred future.
David Henry, Director, International School of Kenya
2. Strategic Alignment. Greg utilizes his Input-Output-Impact™ framework to support a focused yet flexible approach to align your strategies with your goals for learning. This is not a traditional “strategic plan”, but a modern approach to purposeful and adaptive thinking, planning, and evidence-based accountability.
The laser-like focus on student learning and essential student outcomes is what drew us to the IOI framework. When we started using the IOI framework with our Leadership Teams, they become focused on student IMPACTS and what evidence and artifacts must be collected in order to demonstrate the growth in student learning and student growth with respect to the Impacts.
Lisa Elliot, Superintendent, School District of Greenfield
3. Developing Structures and Frameworks. Ambitious goals and the organizational change associated with them require structure and processes to ensure that the change does not fizzle out and become yet another ‘flavor of the month’. Depending on your specific needs, we may focus on curriculum structure, analysis of student learning, new teaching and learning models, Board reporting, or whatever processes are required to meet your goals.
We used the Input-Output-Impact™ framework to work on continua, scales and curriculum structures that aligned with our mission, vision and values. It’s vital that you take the time to develop the structures and frameworks in order to support your goals for learning and transformation. After working with several schools that aspired to redesign, restructure and reframe education to meet the needs in our 21st century, I found that Greg’s model and services were the best way to achieve our goals and get the results we were seeking.
Mary Wenstrom, Director of Strategic of Strategic Initiatives, Hawaii Technology Academy