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School principals and district superintendents have a wealth of school improvement alternatives at their fingertips, but numerous of these options die as they encounter disputes throughout the school system.

The report, which is planned to help fans of continuous school enhancement comprehend “how context shapes choices about how to improve,” analyzes school improvement efforts from the viewpoint of the Jobs to Be Done Theory, which holds that all individuals, consisting of school leaders, goal to make development in their lives.

Laura Ascione is the Editorial Director, Content Services at eSchool Media. She is a graduate of the University of Marylands prestigious Philip Merrill College of Journalism.

The objective remains: School leaders should work to improve their schools and their districts in the type of better test scores, higher graduation rates, new innovative programs, cutting edge technology initiatives, and more.

As Thomas Arnett, a senior research fellow at the Clayton Christensen Institute, describes in a new report, some school systems have actually relied on a technique called “constant improvement,” which takes a look at the systemic reasons for problems, recognizes prospective options, and improves those options based on feedback and changes.