PLANNING TO CREATE A CULTURE OF CONTINUOUS IMPROVEMENT WITH THE DEPARTMENT OF DEFENSE EDUCATION ACTIVITY - Abstract and Framework for Implementation

Oct 15, 2026

Uploaded by dabgoudw

Continuous improvement in education remains challenging to implement with fidelity across varied contexts, despite its longstanding presence. The article proposes an actionable planning and implementation framework grounded in current education literature, emphasizing purpose-driven action, continuous complex change, data-based structures and systems, professional collaboration relationships, and capacity building. Using qualitative case-study methods and action research elements, it analyzes DoDEA’s movement toward continuous improvement, documenting early-stage progress and transferable lessons.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Considerations for Continuous Improvement Planning

Purpose-Driven

PLANNING TO CREATE A CULTURE OF CONTINUOUS IMPROVEMENT WITH THE DEPARTMENT OF DEFENSE EDUCATION ACTIVITY ERIC K. KAUFMAN Virginia Tech CAROL S. CASH Virginia Tech JAMA S. COARTNEY Virginia Tech DANA RIPLEY Northern Kentucky University TIMOTHY M. GUY Virginia Tech WILLIAM J. GLENN Virginia Tech SHREYA MITRA Virginia Tech JAMES C. ANDERSON II University of Georgia ABSTRACT While continuous improvement is not new to education, implementing it with fidelity in various educational contexts remains difficult. This article provides a framework of the necessary components in planning for and implementing continuous improvement, based on current literature in the field of education. Key characteristics for consideration include: (a) purpose-driven; (b) change as a complex process; (c) data-based practices, structures, and systems; (d) relationships for professional collaboration; and, (e) capacity building. Utilizing a qualitative case-study design and aspects of action research, the framework is used to outline efforts of the Department of Defense Education Activity (DoDEA) in becoming a continuous improvement organization. Although implementation of continuous improvement is still in early stages, many lessons have been learned. As education researchers and policy makers continue to wrestle with best practicesand strategies for continuous improvement, we encourage further investigation of successful case studies, including the potential of research-practice partnerships. INTRODUCTION With the advent of the new millennium, education’s new age of accountability was ushered in through reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA) with the No Child Left Behind Act (NCLB) (2001) . This act brought about a renewed interest in leadership practices to address important aspects of leading for change and improvement in schools. The Educational Planning 5 Vol. 26, No. 4 emphasis on school leadership, as an agent for change, continued with a 2015 reauthorization of ESEA, named Every Student Succeeds Act (ESSA), which clarified the purpose of teacher collaboration and identified approaches to widely dispersed leadership (Peurach, 2016) . Amidst this political environment, scholars have called for more attention to research-practice partnerships, recognizing “expanding the role of research in improving educational practice”(Coburn & Penuel, 2016, p. 48) . The Department of Defense Education Activity (DoDEA), though exempted from the mandates of NCLB and subsequent reauthorizations, strives to improve teaching and learning and has actively engaged in system-wide change and improvement efforts that draw on established best practice (Brady, 2014, 2017; DoDEA, 2011) . DoDEA operates accredited primary and secondary schools worldwide for the families of active duty military and Department of Defense civilian employees with locations spanning to 11 countries in Europe and Asia, as well as 7 states, Guam, and Puerto Rico (DoDEA, 2018a). As a result of its global reach and ability to self-select best practices (without external mandate), DoDEA serves as a unique example of planning and structures for improvement with implications for comparison to other U.S. public schools, independent schools, and international schools. In fact, DoDEA regularly partners with local education agencies and has sponsored programs in approximately 3,000 non-DoDEA schools across 35 states over the last 10 years (Dailey-Perkins & Fulce, 2017) . The research question for consideration is: What are the characteristics of effective planning and implementation of continuous school improvement? CONSIDERATIONS FOR CONTINUOUS IMPROVEMENT PLANNING In 1999, Stigler and Hiebert’s book, The Teaching Gap, reported on findings of an international comparative study, placing it at the forefront of the education leadership literature for continuous improvement. While the concept of continuous improvement originate

FAQs

What key components does the article propose for planning and implementing continuous improvement?

It highlights a purpose-driven orientation, change as a complex process, data-based practices and systems, professional collaboration relationships, and capacity building.

How does the article study DoDEA’s efforts toward continuous improvement?

It uses a qualitative case-study design with aspects of action research to outline DoDEA’s planning and implementation efforts.

What is the core emphasis of purpose-driven schools according to the article?

Schools should maintain a constant focus on student learning goals, ensuring all students learn at high levels, with student success as the overarching purpose.

Oct 15, 2026

Uploaded by dabgoudw