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It reframes improvement adoption through the Jobs to Be Done theory, focusing on three “jobs” that leaders pursue when seeking progress in context. Using interviews conducted in summer 2020, it links systemic interdependencies to implementation breakdowns and highlights how feedback and iteration shape solutions toward measurable outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-k12-improvement-imperative-pathways-to-adopting-continuous-improvement/582634/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-k12-improvement-imperative-pathways-to-adopting-continuous-improvement/582634.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do many K–12 improvement efforts fail despite having many available options?","Question",{"text":112,"@type":113},"Improvement often breaks down because leaders don’t account for complex interdependencies across a school system. 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K–12 school systems are no exception.  \nEvery principal and superintendent accepts their role knowing that they will be expected to make their schools better. For education leaders, improvement often means boosting state test scores, raising graduation rates, increasing college enrollments, lowering student discipline incidents, implementing new STEM programs, or updating their technology and facilities.  \nWhen it comes to meeting the improvement imperative, education leaders have no shortage of options to pursue—new curricula, technologies, pedagogies, and programs abound. Historically, most K–12 improvement efforts consist of a top-down approach to implement a solution de jour across a school or district.  \nUnfortunately, however, improvement efforts in education routinely break down because they don’t account for the complex interdependencies across a school system that get in the way of faithful implementation. For example, a professional development initiative intent on training teachers to differentiate their instruction may run into staffing policies that don’t afford teachers the time they need to plan differentiated lessons, and enrollment practices that make the range of student needs in a given classroom unmanageable.1 As another example, an effort to adopt restorative justice discipline practices may lose steam when it clashes with mainstay classroom management strategies honed to maximize instructional minutes.2  \nIn the midst of these perpetual struggles, some K–12 schools and districts across the country have recently begun pursuing an approach to improvement with a history that dates back to automobile manufacturing in the 1950s: a set of methods collectively referred to as “continuous improvement.”3 Continuous improvement is not a solution. Rather, it’s an approach for diagnosing the systemic causes of problems, identifying possible solutions, and then shaping and refining those solutions through feedback and iteration.4  \nBy putting the principles of continuous improvement into practice, a number of school systems have seen compelling results. For example, the Fresno Unified School District used continuous improvement to increase the number of students applying to nonlocal colleges by over 50% .5 Summit Public Schools used continuous improvement to decrease the test score performance gap between  \nC HR IST E NS E N INST IT UT E : T HE I MP ROV E ME NT I MP E R AT IV E 3  \nWhenever school system leaders seek improvement, their choices about how to improve depend on context.  \nits English learners and non-English learners by 50% .6 Networks of schools using continuous improvement in both Connecticut and Chicago saw their graduation rates increase by roughly 10% .7 Many other schools participating in improvement networks have seen similar results.8  \nYet the compelling rationale and convincing examples that back continuous improvement alone will not ensure its adoption across K–12 schools. Whenever school system leaders seek improvement, their choices about how to improve depend on context.  \nThis paper aims to help the proponents of continuous improvement approaches better understand how context shapes choices about how to improve.  \nThe insights offered here come","cbCaifkA1hkd4WnJ","https://ap.wps.com/l/cbCaifkA1hkd4WnJ","pdf",1805592,12,"English","# Introduction\n# The jobs that drive the quest to improve\n## Job 1: Correct\n## Job 2: Coordinate\n## Job 3: Reorient\n# Catalyzing improvement\n# Conclusion\n# Appendix — Methodology\n## Sample selection\n## Interview method\n## Analysis\n# Notes\n# About the Institute, About the authors","[{\"question\":\"Why do many K–12 improvement efforts fail despite having many available options?\",\"answer\":\"Improvement often breaks down because leaders don’t account for complex interdependencies across a school system. Staffing, enrollment practices, and classroom management can directly block faithful implementation of an initiative.\"},{\"question\":\"What is continuous improvement in this paper?\",\"answer\":\"Continuous improvement is an approach, not a ready-made solution. It diagnoses systemic causes, identifies potential solutions, and refines them through feedback and iteration.\"},{\"question\":\"How does Jobs to Be Done explain leaders’ choices to adopt improvement approaches?\",\"answer\":\"The theory treats each leader’s “job” as a desire for progress that arises within specific circumstances. Those circumstances shape which products, services, programs, and initiatives leaders “hire” to move forward.\"}]","THE K–12 IMPROVEMENT IMPERATIVE: Pathways to adopting continuous improvement | PDF",1792044107]