Redefining School Improvement Through Collective Purpose

Part 2 of the Edmentum publication, School Improvement Guide: The Building Blocks of Outstanding Schools. Read Part 1, Empowering Educational Excellence. To access the full guide, click here.

Traditional approaches often treat educators as groups—collections of individuals working toward broad goals. Groups become teams when interdependence replaces independence. In true teams, educators analyse collective impact and hold themselves mutually accountable (Bryk et al., 2015). This distinction matters profoundly in today’s educational landscape, where fragmented initiatives falter against complex challenges.

Moving from Groups to Teams

Imagine a school as a marathon. As the race begins at the start of each school year teachers are running toward the same finish line—student success—but in this picture, the fundamental issue is that all teachers whilst in a group are still running their own race (Solution Tree, 2009).  

There are common misperceptions of the definition of a team; when one hears the common expression “together, everyone achieves more,” (where the initials spell “team”), it can be misleading. It is beyond sharing a goal—in the marathon, in fact, everyone shares the same goal. However, each individual is working in isolation, with no true collaboration. This powerful marathon analogy can describe the fragmented efforts of many schools. Educators are working harder, their efforts are splintered, and as a result, schools and those who work and learn in them often fail to create the compounded impact for meaningful and sustainable improvement in schools.

What if, instead of a marathon, we think of schools as a relay race? In this race, success isn't determined by how fast any one runner completes an individual portion of the race—it’s about how well the baton is passed from one runner (educator) to another. In this context, educators build on each other's progress, ensuring that every student receives the cumulative benefit of collective expertise. This shift from isolated efforts to interdependent collaboration is at the heart of holistic school improvement.

The Shift Toward Holistic School Improvement

To transform schools from isolated groups into high-performing teams, we must embrace a holistic approach to school improvement. In addition to interdependence, shared accountability is crucial for sustaining improvement efforts. DuFour et al. (2016, p. 45) highlight that in high-performing teams, members hold each other accountable for both individual and collective success. This accountability extends beyond test scores; it includes fostering an environment where all educators feel responsible for every student’s success—not just those in their classroom.

Breaking Down Silos: A New Culture of Collaboration

To create this culture of collaboration and shared accountability, schools must break down traditional silos where teachers work in isolation. Now, envision a team-based school. Here, educators work like a well-coordinated relay team, all members synchronised in their efforts, transitioning from one relay runner to the other with precision. They share a common goal, understand their interdependent roles, and collectively reap a bountiful harvest that benefits the entire school ecosystem. Richard DuFour, a pioneer in professional learning communities (PLCs), identified three essential elements that transform a group into a team (Solution Tree, 2009):

• Shared Goals: A team rallies around a common purpose that transcends individual classrooms or departments.
• Interdependence: Team members rely on each other's strengths and compensate for weaknesses.
• Mutual Accountability: Success and challenges are shared, fostering a culture of collective responsibility.

Cultivating the Team Mindset  

The essential elements are the fertile soil from which true collaboration and improvement grow.

Shifting from a group to a team mindset requires more than just structural changes; it demands a cultural transformation in which people work together to learn and grow. When teachers collaborate meaningfully, sharing best practices, analysing data collectively, and supporting each other’s professional development, their combined efforts lead to sustained improvements in student outcomes.

Rowing Together Toward Success

The journey from group to team requires a fundamental shift in mindset—from individualism to interdependence—and it starts with school leaders fostering a culture of collaboration and shared accountability. As DuFour (Solution Tree, 2009) reminds us through his metaphor about running races, when educators work together toward a shared vision, their collective efforts propel the school forward like well-coordinated relay teams. School improvement is not about running individual races; it’s about moving together in cohesion toward success. By embracing shared vision, interdependence, and accountability—backed by practical examples from real schools—educators can transform their institutions into thriving professional learning communities where every educator contributes to collective progress and every student benefits from their combined expertise.

• For school leaders: Start by facilitating conversations about your school's mission and vision and ensure that it reflects a shared purpose that all staff can rally behind.
• For teachers: Engage actively in professional learning communities (PLCs) or create informal spaces where you can collaborate with colleagues across disciplines or grade levels.
• For policymakers: Support initiatives that provide time during the school day for teacher collaboration and professional development focused on collective efficacy.

Remember that the power of collaboration lies not just in working together but also in working together interdependently toward a shared vision. By embracing a team mindset, schools can create a ripple effect of positive change, benefiting students, educators, and the entire community. Let's embark on this journey together and build a brighter future for education.

Reflection questions:

• What collective purpose have you established and communicated?
• Consider DuFour’s three essential elements that move a group into a team. Are your educators functioning as groups or as true teams?
• What action might you take to shift your school’s mindset toward a team approach?

School Inspection Frameworks in the UAE

In the United Arab Emirates (UAE) School Inspection Framework (SIF), the UAE Ministry of Education (MoE) sets requirements for school evaluation according to six performance standards. Globally, education and school inspection frameworks typically include four to eight performance standards, with most countries setting between five and seven. Professional standards for education often serve as a regional, national, or even international level guide to develop and shape the delivery, implementation and quality of education across schools. School inspections in the UAE are structured around six performance standards and culminate with an overall performance judgement (Knowledge and Human Development Authority [KHDA], 2015).  

UAE School Inspection Framework Performance Standards  

1. Students’ achievement

2. Students’ personal and social development, and their innovation skills

3. Teaching and assessment

4. Curriculum  

5. The protection, care, guidance, and support of students  

6. Leadership and management  

The inspection standards are essential principles that can help you move beyond "implementing fast and learning slow" to "learning fast to implement well" (Bryk et al., 2015, p. 7), enabling sustainable, scalable improvements that address longstanding inequities in education.

Read Next: Continue to Part 3, Enhancing Student Achievement

References

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America's schools can get better at getting better. Harvard Education Press. https://eric.ed.gov/?id=ED568744 https://eric.ed.gov/?id=ED568744 

Solution Tree. (2009, October 9). Rick DuFour on groups vs. teams [Video]. YouTube. https://www.youtube.com/watch?v=0hV65KIItlE 

DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree.

Knowledge and Human Development Authority (2015). United Arab Emirates School Inspection Framework 2015–2016. https://www.moe.gov.ae/Ar/ImportantLinks/Inspection/PublishingImages/frameworkbooken.pdf