DoDEA has successfully used its 1995-2000 Community Strategic Plan (CSP) to raise the education standards and advance the organization to new levels of excellence. The 1995-2000 CSP used the eight National Education Goals and added two DoDEA goals on accountability and organizational infrastructure. The process outcomes have provided direction and consistent expectations, and have been a source of great energy for the DoDEA system, compelling DoDEA to refine and review the organization's commitment to improving the quality of education for all students. The CSP has served as a springboard for educational, funding, and organizational improvements. It has also been the catalyst for change in the teaching and learning process, raising the standard of learning to ensure excellence, creating greater autonomy at the local level in designing strategies to meet the achievement goals, creating a common language for communication among all stakeholders, and creating greater accountability in support of reaching the expected outcomes.
In reviewing the 1995-2000 CSP, it became clear that many stakeholders perceived that 10 goals and 42 benchmarks were an overwhelming undertaking. Change and leadership literature also supports fewer goals.
A review of the process and accomplishments is contained in the DoDEA Community Strategic Planning Research Report prepared by The McKenzie Group, Inc. Elements of this report suggest a different approach to DoDEA's strategic plan which incorporates requirements of the Government Performance Results Act, DoD budget process, and the required annual DoDEA performance contract. Additionally, goals and objectives should reflect other organization processes being implemented within DoDEA (e.g., performance standards, system accountability, school improvement process). The recommendations are incorporated into the proposed process for the DoDEA CSP 2001-2006.
One of the largest criticisms of the 1995-2000 CSP was that it was mainly developed by headquarters staff with very little input from others. DoDEA's military partners and union members suggested that DoDEA give a larger role in the development process to stakeholders. As a result, a 3-step plan for the 2001-2006 DoDEA CSP was developed.
Step 1
A Leadership Team representing all stakeholder groups developed the expectations for DoDEA - overarching goals and objectives. The work of this group, supported by staff subject matter experts, will provide the organization's vision for the five years the plan will cover. To develop these expectations, the Leadership Team was given all the tools from the research report which include an Environmental Analysis of major factors external to DoDEA that will affect operations over the next six years; a report of different approaches currently being used by external education systems to prepare for the future, focusing on those systems with demonstrated excellence in student performance along with facts regarding what makes them so successful; an analysis of DoDEA's organizational competencies and resources (strengths and weaknesses); organizational values and aspirations developed through a combination of activities including interviews, a survey, focus groups, and an analysis of the previous DoDEA CSP; and a stakeholder and client analysis from the Customer Satisfaction Survey and individual interviews and focus groups. Using all this material, the Leadership Team was asked to review/revise the vision, mission, and guiding principles, and then to develop goals and desired outcomes. The Leadership Team developed four goals: Highest Student Achievement; Performance-Driven, Efficient Management Systems; Motivated, High Performing, Diverse Workforce; and Network of Partnerships Promoting Achievement. To support these goals, the Leadership Team developed nine desired outcomes. These can be found in the draft CSP. The National Education Goals will be used to support DoDEA's overarching goals and objectives, but will not form the foundation of the DoDEA CSP.
Step 2
Using the approved Leadership Team plan, the Steering Committee and District Superintendents will annually develop performance measures and milestones for the year - and future years - to ensure continued progress toward reaching the goals and objectives. These annual performance goals will be incorporated into the budget process and annual DoDEA performance contract.
Step 3
Staff at all levels will implement goals, outcomes, measures, and milestones. A key component is flexibility to allow districts, communities, and schools to address local issues/concerns. Annually they will track and report progress. This data will be used to continue improvements.
