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Unison Elementary School’s test scores have declined for three consecutive years. We interpret this decline to signify decreased mastery of learning objectives by Unison students. We submit three causes underlying this problem: Unresponsive curriculum and instruction, leadership friction between the principal and school staff, and a failure to communicate clearly with a diversifying school community. An analysis of these themes and the larger school culture generated the following concerns (in order of priority):

Leadership

1. Several staff members are undermining the school’s leadership team.

2. Most of the best teachers in the staff are working in kindergarten and first grade.

3. The experienced staff is not supporting the new staff sufficiently for new hires to feel welcome in the school culture.

Curriculum and Instruction

1. Schools may select their own curriculum materials and instructional programs, but Unison has selected outdated materials. The school’s adoptions may contribute to a decline in student interest.

2. The staff is reluctant to adapt to the needs of a vastly different student population.

3. Many staff members are not utilizing professional development opportunities.

4. Over half of the staff has been at the school for over ten years, but nearly half also garnered average to below-average performance evaluations.

5. Widespread ability grouping may cause more behavioral issues in some classes. In addition, some instructors fail to implement appropriate accommodations and strategies for those students who require them.

Communication

1. There exists no coordinated effort to involve willing parents in school improvement.

2. The school has made little effort to reach out to the minority community.

3. Staff diversity no longer mirrors student diversity.

These concerns will require a coordinated effort to get the school back on the right track.