About

ABOUTUS

Our Mission

To assist the smartest, most burdened education leaders and school systems with implementing broad scale change that is most appropriate for their organization as hands-on, business execution implementers. In other words, if your district knows the direction it wants to go, we help you implement. If you are not quite sure, we can facilitate the best course of action and help you with sound and capable execution of programs.

Business Problem for Education

The deepest, most complex challenge facing education leaders each day, is the ability within their organization to implement and sustain needed change. The pressure to execute with precision and consistency is equally difficult for global corporations, to be sure. But for school systems, the ability to execute is a pervasive challenge that confronts rural, suburban, and urban districts across the country. What’s more, the pressure to improve student achievement, the requirement of doing more with less and for less, combined with conflicting demands of stakeholders, and political interests, makes running a school system successfully, one of the most difficult jobs in the country.

Our Point of View

• Execution or implementation is the hardest work for any organization, and this is especially true for low-performing school districts. From our experience, we know that most people have core strengths that get them excited each day; by and large, the art of getting things done, or execution tends to not be one of them. Implementing a turnaround model or strategic plan is tedious, demanding, and high-risk work that requires intense follow-through, collaboration, and clear communication.

• A single-approach strategy seldom works in a rural, suburban and urban education environment. Each unique setting often times requires a multi-faceted approach. Our hands-on work with education leaders, and global corporations shows us that one size does not fit all education situations that requires extreme reform or turnaround and the research supports this point of view.

• We also know from experience that solutions to seemingly intractable cultural and academic problems to turnaround low-performing schools, may reside with existing staff, and may not require replacing all existing staff. School leaders can, in many situations, execute at a high level with the right external support to learn, apply and practice new tools and methods to transformation.