The Planning for School and Student Success Process

The Hulley Centre

In my last blog I indicated that in November 2011 I signed a three year agreement with Solution Tree Canada to develop the Hulley Centre.  The Centre has developed the Planning for School and Student Success Process.  The PSSSP has developed a 6 day training program, organized into 3 modules offered over a 4 to 6 month period, for district and/or school based staff that return to their schools and lead the staff through the process which culminates in the development of a plan to improve.  The process is based on sound research and practical experience in school districts across Canada.  Over the next few weeks I would like to share the process and would welcome comments that could enhance the process.  In today's blog I am sharing some of thinking behind the creation of the Hulley Centre. 

“Planning for schools and students success by involving the hearts, heads and hands of teachers.”

Every school is expected to plan.  However, research has shown that 70% percent of school improvement plans makes little significant sustained differences in student learning.  Wayne Hulley has spent the past 40 years focused on the strategies and processes that have proven to have a positive impact on student outcomes.  He has identified the 8 issues that have prevented most schools from a making the gains they desire.  His Planning for School and Student Success Process (PSSSP) has been designed to confront the issues.  The process has a proven track record having been used in schools across North America. 

Recently he partnered with Solution Tree to develop the Hulley Centre.  The mission of the Centre is, “To support student success, teacher satisfaction and community support for schools through action based planning.”

Wayne Hulley’s experience has determined that many planning processes focus on the head.  Processes are developed and schools are expected to use the process to create goals and plans that are delivered to the central office to be monitored.  This process can become a “head game” where the staff simply fill in the blanks and develop little commitment to the plan.  They often return to the classrooms and it is business as usual.  He refers to this as a “planning to plan approach,” based on compliance but not commitment.    School and student improvement will never occur without the commitment of staff.  School improvement is really about instructional improvement and staff growth.  Commitment comes from the heart not the head.  We capture staff hearts when we involve them deeply in a process that allows them to take ownership.  The Hulley Process keeps a focus on staff since they are the ones that will have to implement the plan and make the changes needed for success.  Wayne refers to this as “planning to improve.”

The “Planning for More Successful Schools Process” keeps a focus on the teachers.  The process is divided into 3  aligned 2 day modules.  The modules have been developed to counteract the 8 issues, which have been identified by researchers, which lead to planning that makes little or no difference and in the process frustrate staff and lower morale making future attempts to improve difficult if not impossible.

The Eight Issues That Prevent Many School Improvement Planning Processes Meeting With Significant Sustained Success

1.     Lack of alignment and commitment of leadership at the provincial, district and school level

2.     Low level of staff commitment  and the failure to take full account of the impact of change on those people who are most impacted by it    

3.     Failure to create a clear and compelling vision

4.     Ineffective use of data as the basis for planning

5.      Failure to create and maintain a collaborative culture

6.     Creating goals that lack clarity to direct staff planning, implementation and the monitoring of progress

7.     Implementing strategies that have little potential to change outcomes

8.     Failure to celebrate successes and to monitor and adjust the process based on ongoing formative assessment

The Hulley Centre’s, Planning for School and Student Success Process, has been developed to confront the issues and as a result has had a high level of success in schools across Canada.   

Every schools and school district plans.  The Hulley Centre, “Planning for More Successful Schools Process,” does not take over the planning for a school or district.  It has the capacity to build the priorities of the district or province into the process.  The district owns the process and the Hulley Centre through its network of associates facilitate, encourage and support the effort.  





Who Is Wayne Hulley?

Wayne Hulley has been a teacher, principal and superintendent in and around the Toronto area in Ontario.  For the past 18 years, he has worked broadly across North America supporting schools and districts in their efforts to improve learning outcomes for all students.  He has been at the forefront of Effective Schools Research in Canada for over 30 years.  He is a strong supporter of teachers and believes that most are doing the best they can under circumstances that exist in their schools. 

In two books that he coauthored with Linda Dier, "Harbors of Hope" and "Getting By of Getting Better," he has identified the the thinking and the actions needed to make a positive difference for all students.  He has delivered over 2000 presentations supporting the work of schools and staff.  He has won numerous awards for his work and is one the most sought after speakers in Canada.

His passion is school based planning that makes a positive difference for all students.  He believes, "Every school plans but few schools plan with an intention to improve."  What makes his process different is the time spent on developing a clear purpose for the planning and an intention to make a positive difference.  Many planning processes begin with studey and data and teachers are not motivated by the numbers.  They are motivated by creating hope for students through their professional actions.  Planning does need a data base and collaborative professional groups, high yield strategies and implementation timelines but these things become important only after staff commitment and the acceptance of the moral purpose to suppoet learning for all.