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The K-12 strategic planning process typically involves much effort around analyzing many data types and sources. Educational leaders dig deep into achievement metrics, attendance, student behavior, graduation rates, and other measures in an attempt to answer the question, "What is true?" This focus leverages retrospective data to try and understand the current situation. While it is helpful to have historical context and its implications, there is a more important question to ask when it comes to K-12 strategic planning.
The single most important and essential question in strategic planning is: "What would have to be true?"
When focused on what would have to be true, districts can have constructive dialogue focused on the future. It prompts teams to consider what needs to become true to achieve their desired vision rather that remaining stuck on analyzing the present. This shift from evaluation to imagination opens up possibilities and encouraged proactive, innovative strategy development.
In many respects, this new essential question reframes the theory of action. Theory of action is a connected, logical chain of reasoning that explains how change will lead to improved practices. But asking what would have to be true is a much simpler approach. It also provides a valuable methodology for continuous monitoring and reassessment of a chosen strategy - something that is often lacking in K-12 strategic planning. By tracking whether key hypotheses are still true, teams can adjust as necessary.
Move beyond unproductive debates, foster collaborative strategy development, and ensure strategies remain relevant in an ever-changing educational environment.