In the strategic planning process, we have redefined 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 tools mediate participation. James Wertsch shares that “tools include any physical or conceptual resource that mediates student participation in a classroom task such as physical or conceptual resources”.

If we consider the tasks outlined on the “task” framework page, we can begin to ask what that looks like in this strategic planning process? What tools are necessary to participate in this task? What tools are available to individuals to support engagement in the task? How are individuals differentially using tools? What unique tools do individuals bring to the task?

• Knowledge of the history of the school

• Board history

• Awareness of the current population of the school

• Understanding of the mission

• Individual professional expertise (law, finance, communication, education, etc.)

• Communication skills (speaking, writing, listening)

• Moderator

• Meeting agendas

• Survey and interview results and summaries

• SWOT analysis tool

• Whiteboards

• Computers

• Pen and paper

• Sticky notes

As we think through the lens of tools in disrupting the habits of the strategic planning process, we can begin to understand that while typical physical tools such as pen and paper and computers are a necessary tool for engagement, often the conceptual tools such as professional expertise and communication skills are overlooked but essential tools for learner engagement.