In the strategic planning process, we are going to redefine the board members, faculty, staff, and parents who are present in this process as our “learners”. Whether we think about the process as a function of a traditional classroom learning environment or more like the work of professional development, we know that learners participate in tasks—or activities that allow the learner to engage and deepen their understanding of the topic content as it relates to a particular learning objective.

In this case, our topic area is strategic planning and our desired outcome is a strategic plan or road map that outlines where we are going (our vision), how we will get there (behaviors and investments), and how we will know we are there (measurable outcomes).

So, what does that actually look like in a strategic planning process? What are people actually doing?

• Individuals are conducting interviews with parents, students, teachers, graduates

• Reviewing survey data from constituents across the school

• Writing problem statements or desired outcomes individually and in small groups

• Brainstorming tasks

  • Mind mapping

  • Fishbone diagram

• Talking aloud to each other about their ideas and listening to each other (engaging in conversations)

• Using post it notes to articulate ideas

• Writing on the bulletin board/white board

• Lots of movement — people are individually at the board, working in small groups, changing where they sit and stand in the room

As we think through the lens of tasks in disrupting the habits of the strategic planning process, we see lots of activity and movement. We are moving away from the “sit and get” presentation and instead requiring active body participation in the work. We recognize that while on the surface the “tasks” of the strategic planning process may seem obvious, they require a higher level of intentionality in order to move towards a higher quality of activity and ultimately end product.