CLEE can help school and district leaders bring people together around the work that matters most: improving experiences and outcomes for students. Plan, Lead, Act, Network, and Sustain (PLANS) is CLEE’s federal grant-supported schoolwide professional learning program available in CT, MA, and RI. PLANS helps teams turn school and district priorities into focused action and student impact, through coaching, learning sessions, resources and ongoing support.
Improve Student Outcomes Together
School improvement impacts students most when they and the people closest to them have meaningful opportunities to contribute. PLANS supports leaders to engage students, families, educators, district leaders and community members in collaboration about what students need and how schools can improve.
When more voices shape the work, teams can:
- Strengthen the instructional core by focusing together on teaching, learning and student needs
- Connect improvement efforts to student outcomes by using meaningful data to identify priorities and monitor progress
- Build shared ownership by creating meaningful opportunities for students, families, staff and community members to contribute
- Turn collaboration into action by connecting what teams learn to the improvement work already underway
The goal is not to add another initiative. PLANS supports you in the work you are already doing, helping make that work more focused, collaborative and connected to results for students.
A Story of PLANS Impact: When Stakeholder Engagement Becomes Shared Leadership
At Dudley Elementary School in Dudley, MA, a recent PLANS Community Assets and Needs Mapping session showed what is possible when school leaders intentionally bring a wide range of voices into the school improvement process. Principal Chris Audette, a PRN alum, carefully designed the experience around the people he wanted to learn from, inviting students, families, teachers, district leaders and community members into the conversation. Rather than simply presenting data about areas of success and growth, Chris selected information that would be meaningful to those in the room and created space for participants to engage in focused conversations about the school’s future.
The experience showed what can happen when stakeholder engagement is designed not simply to gather input, but to build shared leadership. Chris’s CLEE coach, Julia Hendrix, helped connect the work to implementing student-centered improvements, and school and district leaders created the conditions for meaningful stakeholder engagement. Families felt their perspectives mattered, staff left feeling hopeful about implementing improvements for students and the group developed a stronger shared vision for where the school could go next. The experience reminded us that when we bring people into the work and create meaningful opportunities for them to contribute, we move faster and better together to make improvements that directly impact students.