“The master key of knowledge is, indeed, a persistent and frequent questioning.”
– Peter Abelard, medieval philosopher
“Do you know where you’re going to?” – Diana Ross, diva and Supreme Empress of Soul
“Should I stay or should I go?” – The Clash, English rock legends and, perhaps, unintentional educational improvement philosophers
As we enter the early days of October, the academic year is in full bloom. Students and families have settled into routines, and educators have found their rhythm, navigating the complexities and joys of teaching and learning.
At Partners, we too have fully launched into the 2024-25 academic year. We’ve expanded our professional networks, grown our Networked Improvement Communities (NICs), and ignited new partnerships with districts near and far.
Questions are at the core of our work—whether through institutes, coaching, publications, or professional networks. These are not just any questions but the kinds that hold real power. On the surface, these questions may seem deceptively simple, even routine. Yet, they can shake us out of the familiar patterns that often lead to predictable outcomes.
These aren’t questions to rush through for quick answers. They’re questions we must “live in,” revisiting regularly and with discipline. Over time, as the context changes, so too will the answers—but in the process, these questions will help guide us through the complexities of leadership and change.
The Questions
What is the current state of play, and how do I know?
Understanding the status quo is foundational to meaningful improvement. Relying on data and traditional forms of evidence is not enough. We must dig deeper, listening to the lived experiences of educators, students, and families, to fully grasp where things stand.
What is the problem I’m trying to solve?
Identifying root causes is critical because we can’t solve a problem we don’t fully understand. How we frame the issue shapes the solutions we can see. Without clarity, improvement efforts are often misaligned or ineffective.
What is the nature of the problem, and how do I know?
Improvement requires understanding not just the problem but the type of problem. Is it technical? Adaptive? Systemic? (Borrowing from Ron Heifetz, Peter Senge, Meg Wheatley, and others). Recognizing the nature of the challenge allows us to craft the right approach.
What do the students think?
Despite familiar rhetoric, the structures and policies of schools are often about adults. We need to move beyond symbolic forms of student engagement and meaningfully center students in our efforts to improve schools. As a start, this means asking about their experience and perspectives. What would help you be a better student? What support do you need in the classroom? How can we make the culture more conducive to student belonging and joy? But a caution: Don’t ask if you don’t want to listen and act upon what you hear. If this is a question you are particularly interested in, consider joining us for this upcoming opportunity.
Who benefits from this problem, and who pays the cost?
Educational inequity creates winners and losers. Too often, we grow numb to the disparities that persist in our schools. By focusing on who is benefiting and who is being harmed, we can illuminate the solutions and the political barriers to meaningful change.
What might success look like, and how will I know when I’ve arrived?
Creating a vision of success is key. It builds creative tension and provides a reason to push forward when the work feels exhausting. The more precise we are in defining success, the more focused our efforts will be on hitting the mark.
What hunches do I hold about reaching my vision of success, and how will I track progress along the way?
Our experiences often inform our initial ideas, but we must remain open to feedback and course correction. Large-scale improvement is complex and rarely linear. If the answers were simple, we’d have solved these challenges already. Relying too much on assumptions can limit opportunities to learn from the inevitable missteps along the way.
Is my organization living in these questions?
Progress isn’t a one-time event—it’s an ongoing process. Building systems, structures, and routines that allow us to ask and reflect on these questions continually is essential for creating a culture of continuous improvement.
Want to Learn More?
For those eager to dive deeper into the practice of “living in the right questions,” we recommend:
- The Coaching Letter by Dr. Isobel Stevenson: A powerful look at the intersection of coaching, improvement, leadership, and change.
- Equitable School Improvement by Dr. Rydell Harrison and Dr. Isobel Stevenson: A guide to designing and enacting equitable, human-centered approaches to school improvement.
Remember to check out our newsletter, Partners Matter, for the latest updates and insights from Partners for Educational Leadership.
In Partnership,
Richard Lemons
Executive Director
Partners for Educational Leadership
rlemons@partnersforel.org
Twitter: Richard_Lemons
