Poetry Not in Motion: Principals' Reflections on Implementing School Improvement Plans

• In Event: Leading Powerful Equity-Oriented Instruction

Abstract

For approximately 20 years, federal accountability policy has mandated the submission of school improvement plans (SIPs) for schools identified as underperforming. Some research has been conducted on SIP quality, but little is known about their implementation. In this study, we interviewed principals and analyzed their plans to better understand the process of SIP implementation. We found the following: Implementation of SIPs was often delayed. Principals relied on observation data—much of which was informally conducted—to make determinations about how much and how well SIPs had been implemented. Further, monitoring implementation progress was inconsistent and adjustments based on what they learned were infrequent. Thus, although principals believed that they were using SIPs, they had little to show for it.

Authors

• Coby Meyers, University of Virginia

• Tiffany Shanice Aaron, University of Virginia

• Dallas Hambrick Hitt, University of Virginia

• Bryan A. VanGronigen, University of Delaware