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Building Shared Understanding and Ownership
Professional learning sessions for faculty are an important part of the continual
improvement process. Also important is professional learning for parents and
community members to build shared understanding and ownership of the improvment
process and move forward toward common goals. The continual improvement
process is a change process. According to Fullan (2016), “Effective change processes
shape and re-shape quality ideas as they build capacity and ownership over time” (p.
196). Fullan (2016) defined capacity building as “the development of the collective
knowledge and understandings required for ongoing instructional improvement
that meets the needs of each child” (pp. 187–188). He stated, “Capacity-building
experiences develop skills, clarity (as you become more skilled, you become more
specifically clear), and motivation. Because these are generated collectively, that is,
shared by the group, they become potent new forces for breakthrough improvement”
(Fullan, 2016, p. 50).
When one seeks to build shared understanding of the school improvement
process, key leadership skills include providing multiple communication methods
(i.e., written, in-person, electronic) and opportunities for processing and discussion.
For example, building shared understanding
among parents and community members can
Effective change processes occur by providing written information and
then following up with representative groups
shape and re-shape quality during the visioning process and also at
community forums. Powers (2021) asserted,
ideas as they build capacity and “Hosting forums for the community to not

ownership over time. only learn about the issues but also to allow
for important discussion is essential” (p. 73).
Another example of a way to provide multiple
communication methods is to form an advisory
group comprised of parent and community-
member representatives to build understanding, share recommendations, and
provide feedback about improvement plans. Writing about community involvement
in the school improvement planning process, Warwick (2015) suggested forming a
team of parents and community members who meet with the school’s instructional
improvement team to discuss recommendations prior to finalizing the school
improvement plan. In this example, shared understanding of the school improvement
process is developed during joint discussions with parents, community members,
and faculty, which creates synergy for improvement efforts.

Data Analysis and Decision-making
Analyzing student achievement data helps build shared understanding among
stakeholders regarding data-driven decision-making and identifying priorities
for school improvement. Leaders need to be mindful of how data presentations
are structured to maintain confidentiality of information as appropriate and meet
the information needs of the stakeholder groups. This requires that leaders do a
significant amount of work prior to the information sessions so data are organized
and clear, participants’ time is used well, and the process is efficient and effective.
Key leadership skills include presenting longitudinal data and highlighting patterns,
strengths, and areas for growth.
Warwick (2015) emphasized the value of community involvement in data

32 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators