Vision Implementation Toolkit
The self-analysis and implementation tools provided in the Vision Implementation Toolkit are designed to provide an understanding of the premises and principles of MISSION: School Transformation and provide best practices and processes to guide district staff in school transformation.
Vision Implementation Toolkit Resources
by Public Education Visioning Institute Year Published: 2008
Creating a New Vision for Public Education in Texas, also called the visioning document, is the result of two years of work by 35 public school superintendents from across the state who were inspired to come together to create a new vision for public education in Texas. Meeting as the Public Education Visioning Institute for two years, they shared ideas on how to transform Texas public education to meet the needs of 21st century students. Published in 2008, the document has come to guide the school transformation movement in the state. Download the visioning document.
by TASA Year Published: 2013
The New Vision Self-Analysis Survey is designed to assist districts and/or campuses in determining their current level of implementation of the New Vision for Public Education in Texas. Take the online survey or download a PDF version.
by TASA Year Published: 2014
This first-in-a-series PowerPoint presentation package, which you may download for free, will help your district establish the context and rationale for change, identify possible areas of transformation, and lay the groundwork for the next steps in the transformation process — a precursor to study of the vision document, Creating a New Vision for Public Education in Texas.
by TASA Year Published: 2015
The Framework for Vision-Driven Instruction and Leadership is a document that outlines the roles that educators and school leaders should take to both support and advance MISSION: School Transformation as described in Creating a New Vision for Public Education in Texas. The framework can aid districts by providing a road map or blueprint to drive transformation internally. As a companion to the Implementation Matrix, it serves as a next step in unpacking district-developed future-ready learner, educator, and leadership profiles.
The framework was developed based on three major domains -- Domain 1: Architect the Experience; Domain 2: Act and Adjust Based on Data, Student Need, and Passion; and Domain 3: Accept and Encourage Alternate Routes. Working groups of stakeholders engaged in school transformation efforts in their districts collaborated to develop this powerful tool that supports the work in an authentic manner.
It should be used as a starting point for districts in determining future-ready instructional and leadership practices in their schools and classrooms. It is not a recipe or “one best formula” for leading future-ready transformation locally and should not be utilized as an evaluation tool, rubric, or grading system for transformation. It allows district leaders, principals, and teachers to customize its use based on the needs and contexts of their district, school, or classroom.
by TASA Year Published: 2012
The New Vision Implementation Matrix illustrates progressive levels of implementation for New Vision articles and premises. It describes a picture of levels I, II, III, and IV alignment to the New Vision. Included in the matrix are examples of the preconditions of success, or system requirements, needed for successful implementation. Download the matrix.
by TASA Year Published: 2015
A Process and Framework for Community-Based Accountability is a document intended to help Texas school districts jumpstart implementation of a local system of community-based accountability. The process portion presents questions that district leaders can ask to help guide themselves through the process of developing and implementing a local Community-Based Accountability System (CBAS). The framework portion provides tips on what to include in a local CBAS. Although there is no "template" (a district's CBAS should be developed through a process so it is a true reflection of the community), there are important core, common considerations.