PLE programs, including the UVA School Turnaround Specialist Programs, are designed based on these foundational beliefs:

• District ownership is key to any major school transformation effort. Districts must create enabling conditions that provide the support, accountability and resources needed for urgent and sustainable success.
  
• High-impact leadership is a primary lever to drive student outcomes and a necessary component of any school transformation. Effective leadership is necessary for teachers to grow professionally and maximize their impact on student learning.
  
• Organizational transformation must be collaborative. It is important for governance and management to co-create the environment necessary for success.
  
• To overcome consistent underperformance, bold changes are necessary. Successful pursuit of bold change requires systemic support to overcome barriers to such efforts.
  
• Schools that make dramatic gains pursue deeper, data-driven strategies. True turnaround schools have a relentless focus on addressing individual student needs and learning from assessment and behavioral data.
  
• There is no one formula for school transformation. Education leaders must identify key issues and develop strategies that address root causes of challenges based on their own unique context.
  
• School systems must be much more intentional about identifying, evaluating and developing effective leaders with the competencies to succeed.
  
• Teachers will be significantly more effective when effective leadership, intentional support and high expectations are systemically in place.
  
• A systems approach promotes efficiency and effectiveness. Involving states, school boards or other key local stakeholders in our efforts will boost success.
  
• Student achievement must be the determining indicator of success. 
  
• Sustained change requires embedded, ongoing support. The PLE differentiates itself in part through implementation-focused follow-up support.

Given the PLE’s mission and these beliefs, the PLE will not…

• Only work with schools 
• Provide one-off training programs for one individual within a district or offer academic courses that were not connected to the entire system 
• Offer teacher training or initial principal preparation programs 
  
• Engage in programs for which there is not a commitment to evidence-based assessment of impact on student achievement 
  
• Offer a program whose intensity was unlikely to significantly raise student outcomes  
  
• Work in any district unwilling to pursue bold and systemic change