I was wrong – or at least partly wrong – when I used to tell schools that hope is not a school improvement strategy. If a school saying they “hope to improve” means they have set clear goals, generated multiple pathways to those goals, and believe in their ability to achieve them, then hope is a critical part of their improvement strategy.
Optimism, which includes a sense of hope for positive outcomes, also plays a role in school improvement. Optimism makes it possible for schools to interpret setbacks as temporary and applicable to specific efforts (not broadly to all efforts). It also allows them to understand that external circumstances (e.g., lack of resources) or a particular situation may contribute to an effort’s failure.
When schools see failures as temporary and applicable to specific situations, they develop a positive mindset about improvement efforts and are more likely to maintain their focus and persevere (Seligman, 1991). They trust in their ability to overcome setbacks and are less likely to make statements like “we’ll never be able to fix this problem” or “we’ll always be a low-performing school.”
School improvement consultants can help schools develop a grounded sense of hope and optimism by asking questions and facilitating discussions about data that help staff determine why they were not successful. Possible sources of failure include:
- Degree of effort
- Strategy
- External circumstance
Identifying the reason for lack of success opens the door for teams to find ways to overcome challenges and recommit to achieving their goals. For example, if effort was insufficient, the team could increase the strategy’s frequency or fidelity of use, or provide additional professional development and other support for those carrying out the strategy. If the strategy itself was not successful, they can consider other options that address the shortcomings of the original strategy or provide different approaches altogether. When failure is due to external circumstances, teams will need to find ways to minimize or eliminate the effects of those circumstances. For example, if chronic absenteeism remains high because many students lack reliable transportation, the team may need to look into changing bus routes or partnering with community groups to help reduce that barrier.
Discussions about data and sources of failure help staff see that success is possible and foster a positive mindset about improvement efforts. In turn, this promotes collective efficacy and a greater willingness to work together toward success (Hoy et al., 2006).
I’ve come to appreciate that hope and optimism are important parts of a school’s improvement strategy. Together, they make it possible for teams to maintain the commitment needed to achieve their goals, especially when they experience setbacks.
Our Taking an Optimistic Perspective When Improvement Efforts Fall Short of Success tool helps school improvement consultants work with teams to determine if their lack of success was due to the improvement strategy they selected, the degree of effort they exerted, or external circumstances they experienced.
By submitting this form, you are consenting to receive marketing emails from Marzano Research. You can revoke your consent to receive emails at any time by using the SafeUnsubscribe® link, found at the bottom of every email. Emails are serviced by Constant Contact.
Sources
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425Seligman, M. (1991). Learned optimism. New York: Knopf.
Snyder, C. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13(4), 249–275. https://doi.org/10.1207/S15327965PLI1304_01
Van Nieuwerburgh, C., & Love, D. (2019). Advanced coaching practice: Inspiring change in others. Thousand Oaks, CA: Sage Publications.