ABSTRACT
This chapter describes how leaders of school innovation establish, maintain, and propel new visions for P–12 learning and teaching. It explains how much of the schools’ vision work was centered around equity. Equity infused the enrollment approaches of many of the deeper learning schools as they intentionally chose not to exclude students or to mirror the diversity of their surrounding communities. The chapter focuses on how these school leaders break the norm to test unchartered territories. It discusses the dichotomy of start-up schools versus transitioning schools. Start-up schools often are worlds apart compared to transitioning schools. Innovative start-up schools sometimes emerge from a community’s desire for change. The chapter concludes by describing how visions for deeper learning schools can and should be student driven.
