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The guide is not an exhaustive checklist; it provides a starting point for planning by outlining domain practices and describing implementation stages. It includes focus areas such as leadership purpose statements, coherent theories of action for resource allocation, and instructional leadership distributed among teachers. It also outlines culture and climate practices emphasizing trust and positive relationships, with associated activities, tools, and research references.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/school-improvement-plan-resource-guide/352871/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/school-improvement-plan-resource-guide/352871.png","ImageObject",442,249,{"name":88,"@type":89},"Ophelia","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":76},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the purpose of the School Improvement Plan Resource Guide?","Question",{"text":108,"@type":109},"The guide provides additional resources teams can use when identifying supports for their School Improvement Plan priorities. It helps teams plan actions to move from the current state to the ideal state.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the guide handle action planning for school improvement?",{"text":113,"@type":109},"It is designed as a starting point, not a comprehensive list of every action a team may need. 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Once your team has identified which priorities to include in your School Improvement Plan, consider using the resources below to help identify actions your team could take to move from the current state to the ideal state. Note this guide is NOT a comprehensive list of actions your team may need to take; rather it is designed to serve as a starting point in the planning process.  \nDomain A: Leadership  \nA1. A clear and compelling purpose statement (e.g., mission, vision, values, and goals) developed with stakeholder input and consistent with the district purpose, provides focus for school decisions.  \n\n| Stage 1-No Evidence of Implementation | Stage 2-Minimal\u003Cbr>Implementation | Stage 3 – Moderate Implementation | Stage 4 – High\u003Cbr>Implementation |\n| --- | --- | --- | --- |\n| The school does not have a purpose statement to guide all school-level decisions. | The school has a purpose statement, but it has not been reflected upon, refined, or updated by school leaders nor has it been shared with stakeholders to guide all school-level decisions. | The school has an updated and relevant purpose statement, which is known by stakeholders, and it is sometimes used to guide school-level decision making. | The school has an updated and relevant purpose statement, which is known by stakeholders and the purpose statement is regularly used to guide school-level decision making. |\n\nResources to support teams in addressing this practice:  \n•  Mission, vision, and goals as levers for leadership  \n•  Protocol: How to discuss mission, vision, and values with others  \n• Activities to support drafting mission and vision statements  \nAdditional Context and Research  \n•  Breakthrough Principals*:  \n􀁻 Principal’sTool 4.1: Creating and Sharing a School Vision  \n􀁻 Principal’sTool 4.2: How Visible Is the School Vision as Your School?  \n􀁻 Chapter Four,“School Culture”  \n􀁻 Chapter Four,“School Culture,” pages 102-109  \n*Additional context and research come from the book Breakthrough Principals.  \nA2. School leaders have a coherent theory of action for resource allocation and process improvement that links adult actions to student results.  \n\n| Stage 1-No Evidence of Implementation | Stage 2-Minimal\u003Cbr>Implementation | Stage 3 – Moderate Implementation | Stage 4 – High\u003Cbr>Implementation |\n| --- | --- | --- | --- |\n| School leaders do not have a | School leaders have a theory of | School leaders have a theory of | School leaders have a theory |\n| coherent theory of action for | action for resource allocation | action for resource allocation | of action for resource |\n| resources allocation and | and process improvement, but | and process improvement, that | allocation and process |\n| process improvement that | it does not link adult actions to | somewhat links adult actions | improvement that links adult |\n| links adult actions to student | student results. | to student results. | actions to student results. |\n| results. |  |  |  |\n\n•  Rationale & Background  \n• Activity: Creating a Theory of Action  \n•  Monitoring Implementation of your school’s Theory of Action  \n•  Fishbone Root Cause Analysis to understand factors that may inform a Theory of Action  \nAdditional Context and Research  \n•  Breakthrough Principals*:  \n􀁻 Chapter Six,“Planning and Operations”  \n􀁻 Chapter Six,“Planning and Operations,” pages 211-217  \n􀁻 Principal’sTool 6.2: Reflection Questions on Budgeting  \n• Strategies of Highly Supportive Districts: Resource Allocation  \n*Additional context and research come from the book Breakthrough Principals.  \nA3. The principal distributes instructional leadership roles among teachers and is actively engaged in learning with teachers.  \n\n| Stage 1-No Evidence of Implementation | Stage 2-Minimal\u003Cbr>Implementation | Stage 3 – Moderate Implementation | Stage 4 – ","cbCaifLhENGD0aRs","https://ap.wps.com/l/cbCaifLhENGD0aRs","pdf",376758,"English","# Domain A: Leadership\n## A1. A clear and compelling purpose statement\n## A2. Coherent theory of action for resource allocation and process improvement\n## A3. Distributing instructional leadership roles among teachers\n# Domain B: Culture and Climate\n## B1. Positive relationships and trust maintained within and between stakeholder groups","[{\"question\":\"What is the purpose of the School Improvement Plan Resource Guide?\",\"answer\":\"The guide provides additional resources teams can use when identifying supports for their School Improvement Plan priorities. It helps teams plan actions to move from the current state to the ideal state.\"},{\"question\":\"How does the guide handle action planning for school improvement?\",\"answer\":\"It is designed as a starting point, not a comprehensive list of every action a team may need. After priorities are selected, teams can use the listed resources to support planning.\"},{\"question\":\"What does the guide include under the Leadership domain?\",\"answer\":\"It covers practices such as establishing a clear and compelling purpose statement, developing a coherent theory of action linking adult actions to student results, and distributing instructional leadership roles among teachers with active leader engagement.\"}]","School Improvement Plan Resource Guide | PDF",1790101817,6]