Kansas Learning Network (KLN)


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Foundations of Continuous Improvement

"School improvement is not easy and quick.  Data-driven change requires the commitment and perseverance of individual practitioners sustained by the focused efforts of the whole school community."

Lipton, L., & Wellman, B. M. (2012). Got data? now what? : creating and leading cultures of inquiry (p. 8). Solution Tree Press.


Indicator 42 - The Leadership Team

Building Leadership Team: Considerations for Establishing or Refining & FunctionsThe Building Leadership Team (BLT) is the driving force behind school improvement efforts because it has the most direct contact with educators using effective innovations. As the BLT begins or continues the work of school improvement, the leadership team may need to define or redefine membership. This resource is a tool that can be used as teams navigate building-wide improvement and sustainability of the system.

District Point of Contact: Roles & Functions: A District Point of Contact (DPoC) functions as the coordinating force behind systemwide improvement. 

District Leadership Team Considerations: The District Leadership Team (DLT) is the driving force behind district-wide improvement.  This tool offers considerations for leaders to think through when establishing or refining the district leadership team. 

Engaging in the Right Work - The leadership team sets the culture of the school. To sustain that culture, it then becomes their job to monitor the implementation of the work. By providing psychological safety, tight participation structures, asking the right questions to intentionally bring an equity advocacy lens to all leadership groups - this dialogue happens by intention rather than by chance. Equity becomes the first lens a team utilizes further focusing direction, cultivating collaborative cultures, advocating for marginalized groups, deepening learning, and securing accountability.


Indicator 43 - Communication

Effective Communication The leadership team is the conduit of communication for all stakeholders (students, staff, parents, community members, etc).  A clear method and protocol of how, when, and why something is communicated will ensure that the leadership team is proving consistent messaging, giving necessary information to the appropriate groups, and helping to process information.  

Data-Based Decisions

Indicator 45 - Data-based Decision Making

Collaborative Learning Cycle The collaborative learning cycle (Got Data, Now What by Laura Lipton and Bruce Wellman) is a framework that establishes a learning forum for group exploration of data.  Structured engagement with information and fellow learners ignites the processes of inquiry and problem-solving.  This question-driven model promotes specific cognitive processes and group-member interaction in three phases: 1 - Activate and Engage.  2 - Exploring and Discovering.  3 - Organizing and Integrating.

Data-Based Decision Making Developing a systematic and purposeful way of exploring data as a leadership team is essential in the successful implementation of effective practices for school improvement. 

Improving Your Systems Through Advocacy:  Most leadership teams in Kansas are compromised of people that have different backgrounds and experiences than the students they serve.  We are entrusted to make decisions that affect students and our backgrounds and experiences may give us blind spots from flexibly understanding the data and making decisions.  


Indicator 46 - Collaboration

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