Bradley Roberson, superintendent of the Oxford School District in Mississippi, shares a compelling story of educational transformation in his district. Faced with the challenge of improving the district’s performance, Roberson emphasized the importance of moving beyond lofty goals to focus on the systemic changes required for success. He stressed the principle that “you do not rise to the level of your goals; you fall to the level of your systems,” underscoring the need to build effective structures and processes.

Roberson described the implementation of cascading a scorecard and action plan process, inspired by working with Studer Education and the Nine Principles® Framework. This involved translating the district’s strategic plan into actionable goals at various levels, from the district down to individual teachers. The iterative process of testing actions in short cycles, scaling successful ones, and refining strategies contributed to a culture of continuous improvement.

Bradley highlights the importance of a positive mindset, emphasizing the value of embracing the journey and celebrating small wins along the way. “Vulnerability is required… it’s messy work,” says Roberson. He urges educators to embrace vulnerability, face hard truths, and most importantly, to “go slow to go far.” The district’s commitment to an improvement mindset, evident in improved engagement scores and academic progress, serves as an inspiring example for educational leaders seeking transformative change.

A systematic, continuous improvement approach, from district-level scorecards to individual teacher action plans, has the potential to revolutionize organizations. The takeaway is clear – it isn’t always just about reaching the goal; it’s about falling in love with the process of improvement and celebrating the journey every step of the way.

Unlock the path to progress with our district and single pillar scorecard examples and templates for improvement.