Asking the Right Questions

This book outlines a practical, four-question model that school and business leaders can use to engage stakeholder feedback, determine the organization’s DNA, and establish a collective vision for improvement. Stakeholder feedback is analyzed at both the focus- and whole-group level. Results are then woven into the organizational improvement plan. Practical examples of leadership experiences in implementing the four-question model are included as well as the theory behind why these four questions are the right questions to ask. Each chapter ends with a set of reflective questions that leadership teams can utilize individually or in an organizational book study or Professional Learning Community (PLC).

Margaret Wheatley once stated that “real change begins with the simple act of people talking about what they care about.” Although she talked about how change happens in business, the idea is relevant to how real change happens in education. This new book, much needed and long overdue, is a perfect example. It offers a thoughtful and compelling vision for ways educational leaders can facilitate real change. Specifically, it describes a new vision of what educational leadership can be and how it can use stakeholder input to promote continuous district-wide improvement. It is based on sound theoretical principles: educational leadership is proactive and collaborative, it values the voices of all stakeholders, and it recognizes reflection and feedback as critical to the process of continuous improvement. While theoretically sound, this book is also pragmatic and practical. It describes a four-question model of leadership grounded in the notion that the key to school improvement is the process of problem-finding and problem-solving. One way to find and solve the right problems is by asking the right questions. When educational leaders ask the right questions, they create a collaborative, rather than a hierarchical, culture of learning with stakeholders. It is exactly this kind of culture that allows stakeholders (people talking about what they care about) to create a shared vision for real change. I believe this new book should not only be required reading for superintendents and principals currently in the field, but also for students in higher education who aspire to be inspiring educational leaders in the future. , I have had an opportunity to review the manuscript “Asking the Right Questions: How do I use Stakeholder Input to Guide Continuous District Improvement” and found it to be a tool school personnel can utilize to focus on continuous school improvement. I have been involved with school improvement for over forty years, as a high school principal and educational consultant. In my experience, I have found it is extremely important that school district leaders be involved in the initial stage of school improvement. This book outlining the four-question model by Gay Burden and Stu Silberman, checks all the boxes for systemic change resulting from a school improvement initiative. The four question model also provides top down leadership with stakeholder feedback that establishes a collective vision. From my experience central office personnel, principals, teacher leaders, parents, students, and community leaders will be challenged and have ownership in the process after being exposed to the model. I would recommend this book as one of the resources for districts to read, and contemplate using when planning a school improvement initiative., I have long been a believer in the simple phrase, “nobody washes their rental car.” This truth occurs because people do not own it. The same is true with school improvement. Too often the improvement ideas come from outside, garnering little ownership. The process detailed in this book provides schools and districts with tools to engage teachers, leaders and staff members in taking ownership of both the problems and solutions to problems. By focusing on asking the right questions to extend learning and understanding the root causes of both successes and problems, all staff in a district own the improvement efforts. These four guiding questions create a district framework for continuous improvement. , Stu and Gay combine unique backgrounds that provide insight into continuous district improvement—a thought-provoking read. Their backgrounds at all levelsof education has given them outstanding experience to know what makes school districts effective. Understanding what questions to ask, who to ask, and how to use that information is key to continuous district improvement. , There is nothing quite as exciting as being hired as principal or superintendent. Finally, you have the opportunity to put all you have learned – and your many ideas – into practice. But, where do you begin? As any good leader knows, you cannot simply go into a school or district and think that magically, everyone will want to follow a vision that you cast. That vision has to be formed collectively, but how? As a superintendent, I was so fortunate to have a mentor, Stu Silberman, who modeled a very clear process for me. I’d been able to see firsthand the power of listening, and sharing those insights in an effective way. Having a protocol to use for gathering information and feedback was invaluable. It provided me the chance to learn about the district and the people inside, and gave me critically important thoughts about how to best move forward. Having a book now to capture the advice of such talented, knowledgeable and proven leaders is a true gift to leaders everywhere. The advice is practical, straightforward and if you follow it, will ensure your success. This is one you will want to keep close and refer to time and time again.

Stu Silberman has been a teacher, principal, superintendent and the executive director of the Prichard Committee for Academic Excellence. Stu was Kentucky’s superintendent of the year three times and a final four national superintendent of the year.Gay Burden has worked at school, district, and state educational levels. Currently, Gay works as an educational consultant to support district and school improvement efforts across the country.