Installing 4DX With Your Organization

The purpose of this implementation strategy is to guide Bryan ISD Pre-K teachers through the successful adoption of Seesaw as a tool for embedding authentic assessment into daily instruction. My innovation plan identifies what changes are needed, and this implementation strategy explains how those changes will become sustainable. My strategy combines The Four Disciplines of Execution for Educators (Covey et al., 2026), which I will refer to as 4DX, with the Influencer Model (Patterson & Grenny, 2013) to address both execution and behavior change.

This is important because most teachers have too many priorities and mandates.  The demands of the job from day to day along with the constant bombardment of district accountability measures create what Covey et al. (2026) refers to as the whirlwind. Instead of trying to improve everything all at the same time, the focus will be on one goal also known as a "Wildly Important Goal (WIG).  "As we have said, some goals are more important than others. And a few goals are "wildly" important. We define a "Wildly Important Goal" (a WIG) as a goal that you must reach or nothing else you achieve really matters very much" (Covey et al., 2026, p.22).

Year 1 WIG:  By the end of the 2027 school year, 90% of Pre-K teachers will consistently use Seesaw to document authentic learning during centers and small-group instruction, resulting in at least one documented learning artifact per instructional day.

Year 2 WIG:  By May 2028, 90% of Pre-K students will have digital portfolios containing documented evidence from authentic learning experiences across all report card domains, allowing teachers to use embedded assessment as their primary source of student performance data.

Each teacher will maintain an individual 4DX scoreboard that tracks progress on the team's lead measures. During weekly PLC WIG meetings, teachers will update their scoreboards, celebrate wins, discuss barriers, and make commitments for the coming week. Campus leaders and instructional coaches will review trends to provide support rather than to evaluate performance.

Keeping score is a critical component because people are more motivated and engaged when a meaningful score is kept.  Yet another component of successful score keeping is that teachers should be allowed to create and keep their own scoreboard.  If the scoreboard is imposed upon them from above they will likely view it as evaluative and not have the same level of drive nor ownsership that's necessary to achieve the WIG.  Of course the scoreboard needs to be measuring the lead measures properly, but allowing teachers agency increases their motivation and sense of ownership which also aligns with the COVA model (Harapnuik & Thibodeaux, 2023).  Furthermore, keeping a complelling scoreboard increases a sense of purpose for teachers because they can actually measure and attain true success.  This really taps into a deep psychological need.  In Drive:  The Surprising Truth About What Motivates Us one researcher found that "the single greatest motivator is making progress in one's work.' The days that people make progress are the days they feel most motivated and engaged" (Pink, 2011, p.127)

Scoreboards need to comply with these rules  (Covey et al., 2026, p.113):

• Scoreboards must be simple.

• The team must be able to see the scoreboard.

• The scoreboard should show both lag and lead measures.

• Team member must be able to tell immediately if they are winning or losing.

• Team members create and update the scoreboard themselves.

• Personal data should not appear on public scoreboards.