Our support for schools seeks to bridge the gap between the immediate—and urgent—need to improve outcomes, and the current capacity of schools.  To this end, we rely on task-oriented work with immediate practical benefit as an entry point for improving systems in schools. Our school-facing work falls into two broad categories: 

Ensuring that principals, teachers and other school staff have the critical skills, tools, resources and knowledge that are unlikely to be generated internally or through other existing mechanisms, with particular emphasis on core systems: curriculum, attendance, scheduling & student supports,

 Working with schools to design high performing systems, and working with school leaders to develop the dispositions and skills needed to independently improve and sustain critical systems.

This work is carried out through five structures: