The Graham Family of Schools: Organizing Onboarding, Increasing Retention
As a member of the Ohio Human Capital Resource Center’s 2023–24 Professional Learning Cohort, The Graham Family of Schools implemented an innovative approach to better organize their onboarding processes and professional learning. They focused on developing and activating the approach over the year, learning together with their cohort peers and improving their efforts along the way. This post recaps their efforts.
Since its founding in 2000, The Graham School has pioneered reshaping the school experience. With a commitment to providing students with hands-on, real-world learning opportunities, they have created an educational philosophy where experiential education helps to “cultivate ownership in one’s educational journey.”
As Ed Ingman, Co-superintendent for The Graham Family of Schools, explained, “We’re striving to get kids out of the classroom—not just on field trips, but into real-world fieldwork where they’re interacting with experts, asking unique questions, conducting research, and deepening their understanding of what they’re learning.”
This innovative approach to education proved successful, leading to the creation of two additional schools within the Graham Family, serving about 800 students total along with the original Graham School:
The Charles School at Ohio Dominican University, a grades 9–13 early college high school
Graham Elementary and Middle School, a grades K–8 building that follows the Expeditionary Learning Education model
Identifying the Need: A Unified Approach
As The Graham Family of Schools expanded, so did the complexity of its professional learning structure.
“With different schools and leadership teams, we began to notice gaps in consistency across our professional learning practices,” said Ingman. “While there were some commonalities, the different approaches were leading to inefficiencies and challenges in meeting the needs of our staff.”
These inconsistencies became even more apparent during the pandemic. With staff shortages and rapid transitions, the need for a more centralized and efficient system became necessary. To address these challenges, the leadership team decided to conduct a comprehensive survey across all three schools, gathering feedback to better understand the gaps and needs within their professional development programs.
Designing and Implementing a Comprehensive Program
Armed with insights from their survey, the leadership team set out to create a unified, streamlined professional learning program. They started by identifying the core knowledge and skills all staff members needed, focusing on safety, compliance, and essential procedures.
Leveraging existing resources was a key principle. They chose Google Classroom as their learning management system due to its familiarity and ease of use. They also curated relevant content from third-party platforms and internal resources, ensuring staff had access to all necessary information in one central location.
The Power of Teamwork and Collaboration
One of the key reasons behind the success of this initiative was the emphasis on teamwork and collaboration. Rather than attempting to implement the new program in isolation, the leadership team recognized the importance of drawing upon the unique skills and expertise of various staff members.
For example, the leadership team enlisted the support of an instructional coach with a background in adult education. This expert played a crucial role in the design and organization of the professional learning curriculum, ensuring it was both relevant and accessible to all staff members.
“Having the right people at the table made all the difference. We needed to tap into expertise that could help us design a system that worked for everyone.”
Communication, Buy-In, and Ownership
Throughout the process, effective communication was essential. The leadership team shared their vision and sought input from staff members, ensuring buy-in and ownership across all levels.
According to Ingman, “If you wait for people to tell you what’s wrong, you’ll often get an emotional reaction. But when you invite people into the conversation, ask for their input, and genuinely listen, it fosters a different kind of engagement. It becomes more meaningful because people feel that their voices are being heard.”
This approach not only increased buy-in but also fostered a sense of ownership among staff. By giving educators a platform to voice their thoughts and concerns, the leadership team ensured that the professional learning program would be more than just an administrative task—it would be a shared responsibility and a tool for collective growth.
“If the work is not meaningful, people won’t own it. And if they don’t own it, they won’t be able to communicate it to others. It’s that sense of ownership that truly drives success.”
A Path Forward
The Graham Family of Schools' approach to professional learning exemplifies how a well-designed, collaborative, and efficient program can lead to stronger outcomes for educators and students. By focusing on meaningful content, leveraging available tools, and fostering a culture of teamwork and communication, they’ve created an environment in which professional development is not just a requirement but an opportunity for growth and empowerment.
To learn more about how The Graham Family of Schools is transforming its professional learning and onboarding, watch the Ohio Department of Education & Workforce’s full webinar with Co-Superintendent Ed Ingman and Instructional Coach Sam Lortz-Baird.
