Overview – Establishing a Vision Statement
Components
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Who we are
What we believe in
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 (Bennis & Nanus, 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 concrete and 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:
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Study the importance of vision and planning in the success of organizations.
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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 Vision
Sashkin (1988) and Deal and Peterson (1994) suggest several key ways to communicate and
articulate the vision, including the following:
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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:
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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:
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm
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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.