District leaders are often expected to drive change through compliance. In reality, the most effective change at this level happens through coherence, influence, and intentional change strategy - not mandates or requirements. In our last post, we made the case that district office leaders are a critical but often overlooked tier in school improvement. We ended with this promise: to explore specific change strategies that help district leaders navigate complexity and lead with

“The core problem is not resistance to change, but the coherence and consistency of support systems that enable change.”  -  Tony Wagner In our last post, we explored how school systems often unintentionally overwhelm their staff by through uncoordinated initiatives and professional learning. We argued that improvement only sticks when support is aligned across all levels: teachers, coaches, principals, and district leaders, because this ensures coherence and focus. But there

Everyone’s working hard. So why isn’t the system getting better? In most districts, coaching is happening—but in fragments. Teachers get support, but coaches don’t. Leaders are asked to drive change, but no one is developing them. The result? Dissonance. Confusion. Burnout. True improvement doesn’t happen through isolated effort. It happens through alignment—and that starts with coaching every level of the system. “Coherence making is a process, not an event. It demands share

“Vision without implementation is counterproductive.”   -  Douglas B. Reeves In our last post, we made a clear case: professional development isn’t a piece of the improvement plan - it is  the improvement plan. We outlined what an effective PD system requires: Coherence and focus Tiered, differentiated supports Short-cycle improvement loops Embedded collaboration and coaching A culture that supports adult learning But here’s the reality that we see in schools every day: Many