Manitoba School Leadership Framework
Stories of Practice
Empowering School Improvement with Data-Informed SMART Goals
This story of practice focuses on strengthening the school’s continuous improvement process by using data to co-construct specific, measurable, achievable, relevant, and time-bound (SMART) goals centred on student learning, and by collaboratively developing effective strategies to achieve those goals.
Setting the Context
The school leader in this story of practice is the principal of a rural Kindergarten to Grade 4 school that offers an English-Ukrainian bilingual program. The school has approximately 360 students. The staffing complement includes a principal, a vice-principal, two learning support teachers, one guidance counsellor, one Reading Recovery teacher, and two specialists each in physical education and music. The school serves a large geographic area, with approximately 90 percent of the student population relying on bus transportation to attend school.
Story of Practice – Pre-conditions
The effectiveness of the practice was contingent upon several existing conditions that supported its implementation. Before beginning the journey to enhance the continuous improvement process, the school leader engaged staff in a survey to gather their beliefs about student learning and school planning. The survey data revealed that staff had an appetite for change and were open to using data to inform their practice.
The school leader aimed to strengthen teaching and learning by using existing supports and structures. Instructional and support teachers provided targeted help in literacy and numeracy, while scheduled time for professional learning communities (PLCs) allowed staff to collaborate without losing prep time. Grounded in research, PLCs and support meetings created space for focused conversations on literacy, numeracy, and well-being, helping build staff capacity and improve student outcomes.
Story of Practice – Leadership Actions, Purpose, and Outcomes
The following leadership actions, their purposes, and the resulting outcomes illustrate the school leader’s journey in implementing SMART goals and using data to guide continuous improvement planning, implementation, and monitoring.
The process began with the school leader introducing the concept of SMART goals to the leadership team, explaining their importance in guiding the continuous improvement process. Using the collaborative inquiry cycle, the team analyzed data and identified potential SMART goals in literacy and numeracy. Following this, the leadership team extended their learning to the broader staff. Staff were introduced to the collaborative inquiry cycle and were invited to contribute to the development of the SMART goals. This engagement allowed staff to begin analyzing data themselves, although it initially proved challenging to shift the focus away from personalizing the data. Over time, staff began shifting their mindset to a purposeful reflection to address highlighted areas of growth shown within the data.
Next, the leadership team facilitated a co-creation process where staff identified classroom-level actions and strategies to support progress toward the SMART goals. Once a range of strategies was proposed, staff selected the most promising ones and committed to implementing them. This collaborative approach fostered a sense of ownership among staff, empowering them to take actionable steps within their classrooms.
To further support this work, the school leader guided staff in revisiting the purpose of PLCs They examined the Dufour et al. model (2020) that promotes teamwork among educators to improve student learning outcomes. This supported staff in aligning their PLC goals with the school’s SMART goals. Data was used to inform learning and identify effective instructional strategies, which led to improved student learning in the targeted areas. As a result, PLC conversations evolved from surface-level discussions to deeper conversations focused on instructional practice and student data, helping staff to recognize the impact of their teaching on student outcomes.
Finally, the school leader ensured that continuous conversations about school goals and progress remained a priority. School goals became a standing item on both staff meeting and parent council agendas. Progress was also monitored during PLC time. These ongoing discussions kept the goals at the forefront, maintained focus, and encouraged purposeful reflection on practices that demonstrated progress. By consistently examining data and reflecting on the goals, the school team was able to keep the improvement plan dynamic and relevant, rather than allowing it to become a static document.
Lessons Learned
The school leader emphasized the importance of getting to know staff and building trusting relationships before introducing any new initiatives or changes in practice. They believe that staff need to understand the “why” behind any change. By clearly sharing the rationale for using SMART goals and data that supported this direction, the school leader was able to motivate staff to engage in the process of creating SMART goals and using data to inform both classroom and school-wide planning.
Another key lesson was the value of “going slow to go fast.” The school leader recognized the need to slow down and allow staff to adjust to changes in manageable, incremental steps. This approach helped create the conditions necessary for sustained progress, giving staff the time and space to adapt to the new strategies without feeling overwhelmed.
Finally, the school leader learned not to make assumptions. It became clear that it is essential to ask questions, seek clarification, and understand where staff are at before implementing any change. This awareness helped ensure that the support provided was responsive to staff needs and readiness.
References
Dufour, Richard, Rebecca Dufour, Robert Eaker, Thomas W. Many, and Mike Mattos. Learning by Doing: A Handbook for Professional Learning Communities at Work® (3rd ed.). Solution Tree Press, 2020.
Lipton, Laura, and Bruce Wellman. Got Data? Now What? Creating and Leading Cultures of Inquiry. Solution Tree Press, 2012.
