As a school improvement and evaluation support consultant, I liken my approach to that of a strategic “gardener” and an experienced guide.  In my role, I recognize three key realities at each school: bright spots, low-hanging fruit and clear deficit areas.  As a gardener, an important part of my approach is “trimming the hedges.” This includes paying attention to key details and making the appropriate adjustments to enhance overall effectiveness.  I identify the bright spots and ensure that key stakeholders are aware of them while also addressing the low-hanging fruit by swiftly resolving minor issues for immediate improvement.  This focus on “trimming the hedges” allows the school to both build momentum for the internal team while gaining traction in shifting the school’s narrative for the communities’ stakeholders. 

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When dealing with deficit areas, often complex and multi-layered, my role as an experienced guide becomes crucial.  I delve into the root causes of these issues, while working systematically to create practical solutions.  I serve as both guide and project manager, ensuring that the identified root causes are addressed effectively while implementing a monitoring plan to guarantee the sustainability of these new systems.  This approach results in both addressing the current root issue while preventing future ones.  

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My role as a strategic “gardener” and experienced guide involves magnifying strengths, addressing quick wins, and systematically tackling deficit areas.  Through this comprehensive approach, I aim to not only resolve current issues but to prevent future challenges, fostering continuous improvement within my client schools well beyond the project period.