Author ORCID Identifier
David DeMatthews: https://orcid.org/0000-0001-7442-8454
Yinying Wang: https://orcid.org/0000-0002-9005-9641
Document Type
Article
Publication Date
1-13-2023
Abstract
School improvement plans are strategic documents most schools complete on an annual basis. Research on school improvement planning highlights that high-quality plans contribute to student achievement gains, but many plans are of poor quality. Principals serve in a critical role within the school improvement process. In this article, we review research on decision-making and biases to provide a set of recommendations to improve the school improvement planning process. Specifically, we highlight how a set of biases can contribute to flawed planning that reduces the likelihood that the school improvement plan will be comprehensive, strategic, and useful. We also include a set of definitions and “planning guardrails” principals can use when developing a school improvement team and facilitating the school improvement planning process.
DOI
https://doi.org/10.1080/00098655.2022.2163971
Recommended Citation
DeMatthews, D., & Wang, Y. (2023). How can principals lead in the school improvement planning process? Reducing biases in shared decision-making. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96(2), 43-51. doi: https://doi.org/10.1080/00098655.2022.2163971.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Comments
Author accepted manuscript version of an article published by Taylor & Francis in DeMatthews, D., & Wang, Y. (2023). How can principals lead in the school improvement planning process? Reducing biases in shared decision-making. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96(2), 43-51. doi: https://doi.org/10.1080/00098655.2022.2163971.