Leveraging Authentic Engagement Principles in Continuous ImprovementBy: Tricia Rodey, Principal, Sauk Prairie Middle School At Sauk Prairie Middle School, I focus on creating a culture of continuous improvement by treating my staff as learners, recognizing that the conditions for deep learning extend beyond age and title. In 2018, I attended a conference where Brooklyn-based educator and author Cornelius Minor spoke about student engagement. He shared seven reasons people choose to learn: “Learning this thing gives me greater freedom in my life as I live it right now. Although these reasons were framed for students, they also guide my approach to staff development. I collaborate with my building’s leadership to to leverage these a few of these reasons to drive and sustain our school’s improvement efforts. Learning this thing helps me do something good for people I care about. We harnessed educators’ desire to do right by their students to build urgency for change. Data analysis helped create a shared understanding that our students were not performing at the same level as their peers in neighboring districts. To deepen this understanding, we had staff take the Forward Exam, allowing them to experience the difficulty of the assessment firsthand. This helped staff see the need to better prepare students for such challenges. Additionally, we read The Opportunity Myth as a staff to explore how low expectations impact student success. Once staff understood that student well-being was on the line, they were ready to engage in the work of continuous improvement. Learning this thing creates an opportunity for me to do something that I want to do soon.We helped staff identify their “biggest rock” that was in the way of their student’s growth by involving them in a root cause analysis protocol within their teaching team. By supporting staff in carrying the cognitive load in elucidating what is getting in the way of student learning, they were motivated and ready to fully engage in problem-solving and developing action plans to meet the needs of their students- they want to . Too often root cause analysis is only a task for leadership teams but it allowed us to provide the space and support for staff to create their own action plans. This sense of agency, in a space of high challenge and high support shifted ownership of the change process to our staff. Learning this thing allows me to survive something or someone that threatens my well-being.Sustaining improvement requires staff to let go of ineffective practices that can lead to burnout. As part of the change process, we helped staff identify and move away from strategies that weren’t working. By explicitly naming the things we removed when they prove ineffective, we’ve helped staff preserve their well-being while still pushing for improvement. When leaders intentionally cultivate an environment where all learners—regardless of age or title—can thrive, both the culture and the outcomes of schools improve. By fostering a sense of agency and authentic engagement, we not only empower our staff, but also model the very conditions we expect them to create for students. This alignment of expectations between staff and students establishes a powerful cycle of high challenge, high support, and continual growth. When educators feel valued as learners and have ownership over the process of improvement, they are better equipped to guide their students toward success. Ultimately, this shared commitment to continuous learning—rooted in trust, collaboration, and reflection—sets the foundation for sustained progress and fosters a community where both adults and students can reach their full potential.
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