Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved.

INDICATORS:

• All participants can articulate the common purpose.
• The use of time, materials, and professional development activities are aligned with common focus.
• Learning goals are developed and prioritized according to district or building guidelines.
• There is a commitment to long-range, continuous improvement.
• The common focus is directly related to assignment of staff time and resource allocation.
• All staff can articulate how the school is improving student learning.
• Staff study test results and establish a plan to attack areas of weakness.
• Professional development reflects the National Staff Development Council Standards.
• There is a sustained emphasis on learning.

RESOURCES:

• Research - U.S. Department of Education Cross-Site Indexing Project
• Leadership and Organizational Vitality
• effectiveschools.com
• Add It Up: Using Research to Improve Education for Low-Income and Minority Students.
• Barth, R. S. (1990). Improving Schools from Within: Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass Publishers. See chapter 11, Visions of Good Schools.
• Conzemius, A. and O'Neill, J. (2001). Building Shared Responsibility for Student Learning. Alexandria, VA: ASCD. See chapter 2, Focus.
• Cunningham, W. G. and Gresso, D. W. (1993). Cultural Leadership: The Culture of Excellence in Education. Boston: Allyn and Bacon. See chapter 4, Vision, Not Criticism, Supports Excellence.
• DuFour, R. and Eaker, R. (1998). Professional Learning Communities at Work. Best Practices for Enhancing Student Achievement. Bloomington, Id.: National Educational Service and Alexandria, VA:ASCD. See chapters 4-5 on Mission and Vision/ Values and Goals.
• Glickman, C. D. (1993). Renewing America's Schools. San Francisco: Jossey-Bass Publishers. See chapter 2, The Covenant: Establishing Common Principles of Teaching and Learning.
• Holcomb, E. L. (2001). Asking the Right Questions. Techniques for Collaboration and School Change. (2nd ed.) Thousand Oaks: Corwin Press.
• Louis, K. S. and Miles, M. B. (1990). Improving the Urban High School. What Works and Why. New York: Teachers College Press. See chapter 9, Vision Building in School Reform.
• Sagor, R. (1996). Local Control and Accountability. How to Get It, Keep It and Improve School Performance. Thousand Oaks, CA: Corwin Press. See chapter 3, The Three Building Blocks of Accountability: Vision Setting, Action Research, and Performance Assessment.
• Senge, P. M. (1990). The Fifth Discipline. The Art and Practice of the Learning Organization. New York: Doubleday Currency. See Part III, The Core Disciplines: Building the Learning Organization.
• Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., and Kleiner, A. (2000). Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Doubleday Currency. See Part IX, School Vision.
• Schlechty. P. C. (2001). Shaking Up the School House. How to Support and Sustain Educational Innovation. San Francisco, CA: Jossey-Bass. See chapters 2 and 8.
• Schmoker, M. (1999). Results: The Key to Continuous School Improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. See chapter 2, Goals, at http://www.ascd.org/publications/books/1999schmoker/1999schmokertoc.html