Overview – Establishing a Vision Statement

Components

  1. Who we are
  2. What we believe in
  3. How others see us

Bennis and Nanus (1986, p. 89), two of the classic writers on leadership, describe how vision functions:

"To choose a direction, a leader must first have developed a mental image of a possible and desirable future state of the organization. This image, which we call a vision, may be as vague as a dream or as precise as a goal or mission statement. The critical point is that a vision articulates a view of a realistic, credible, attractive future for the organization, a condition that is better in some important ways than what now exists."

School leaders often develop a vision of the school by collaborating with all of the major stakeholders in the school community, whose hopes, dreams, expectations, and values contribute to the school's goals and aspirations.

As Bennis and Nanus (1986) and Deal and Peterson (1994) point out, the vision and mission of the school must be clear, engaging, and attainable. To be motivating, it must touch deeper values and hopes.

The school vision can easily stagnate. Therefore, it must be regularly expressed, proclaimed in word and deed, and communicated through mission statements, mottos, logos, and the behavior of formal and informal leaders. The mission should be reconsidered on a regular basis, incorporating changes and additions to reflect new circumstances, new opportunities, or new goals (BennisNanus, 1986).

Both formal and informal leaders communicate their vision by how they spend their time, what they talk about, what problems they solve first, and what they get excited about. In every act, leaders reinforce the values they hold and the vision they hope to achieve.

A vision means an image of what an organization can and should become. It is deeply embedded in values, hopes, and dreams. A mission statement is more specific and often defines what the organization is trying to accomplish and for whom. It can be developed from the vision itself. Goals and objectives are still more specific and concreteand can be used to focus change and improvement efforts.

Collective visions often grow out of collaboration, teamwork, and empowerment. Many departments broaden this goal by establishing collaboratives and partnerships with outside agencies that serve students and their families.

The vision also can incorporate values and goals related to equity and justice, respect and appreciation for multiculturalism and diversity, and concern for the academic success of all students. These views determine how people spend their time, what problems they solve, and how resources are distributed. Moreover, a clear understanding of the vision and mission statement may lead to greater private and community support. Thus, having a clearly defined and communicated vision supports active improvement and accomplishment.

ACTION OPTIONS: Establish teams, featuring members of all major groups in the school, to work on a shared vision for the school. The process of developing and implementing a vision should include the following actions:

  • Study the importance of vision and planning in the success of organizations.
  • Learn about the components of a vision by observing leaders as they develop vision and mission statements with staff.
  • Review examples of mission statements from other schools to find out how they communicate the school's ideas, values, and dreams, and how they target student learning. Then, work together to write a mission statement or statement of beliefs that can be displayed prominently in every classroom.
  • Observe how another organization's team responds to a shared vision - e.g., what the team sets out to accomplish, how it brings in new members, and how it celebrates success and recognizes team members' contributions.

Communicate and Articulate the VisionSashkin (1988) and Deal and Peterson (1994) suggest several key ways to communicate and articulate the vision, including the following:

  • Expressing the vision in an engaging, unusual, or particularly attention-grabbing way
  • Communicating the vision in consistent behavior, words, and deeds
  • Making all decision making and governance actions build toward the vision
  • Providing activities that require some risk and buy-in to accomplish - then rewarding success
  • Making daily actions communicate the hope and dream of the vision - "walking one's talk"
  • Establishing traditions and school-wide ceremonies that celebrate the vision and effort towards it
  • Developing school mottos, mission statements, or symbols that communicate the vision

Below are some additional actions that schools can take to articulate and communicate a shared vision:

  • The vision can be placed in a mission statement, printed, and posted in the front hallway.
  • In some schools, the school mission statement is reviewed before school starts every year in a ceremony during which staff sign the mission statement as a form of personal commitment.
  • The school's mission should be addressed during assemblies, planning meetings, and school governance council meetings. Decisions should be made based on the mission and values of the school.
  • List in a written document the "belief statements" that people hold for the school.
  • Communicate the school's mission symbolically through mottos, flags, banners, and materials that are sent out from the school, such as letterheads, pencils, and so forth.

IMPLEMENTATION PITFALLS:

  • Developing a vision in isolation can mean that those who were left out of the process will not buy into it. A collective vision by definition requires input and discussion from all of the major stakeholders in the school community.
  • Spending too much time developing a vision before taking action can decrease staff motivation. Fullan (1994) and others suggest starting with small changes, then developing a formal mission statement. Otherwise, school staff and community members may lose the energy, motivation, and momentum to work on reform.
  • It is a mistake to believe that having a shared vision is sufficient for school improvement. School leaders also must communicate and articulate the vision regularly and consistently.
  • The vision must include student learning. Emphasize higher-order thinking, problem solving, and other features of high-achieving learning environments to keep staff attention focused on student learning.
  • Do not expect the vision to improve student achievement right away. Research shows that student achievement levels often plateau or even drop while innovations are being introduced.

Bennis, W.G., & Nanus, B. (1985). Leaders: Strategies for taking charge. New York, NY: Harper and Row, Publishers.

Deal, T.E., & Peterson, K.D. (1994). The leadership paradox: Balancing logic and artistry in schools. San Francisco, CA: Jossey-Bass.

Fullan, M.G. (1993). Change Forces: Probing the depths of educational reform, Bristol, PA: Falmer.