Findings

This qualitative study employed a rigorous methodology comprising six semi-structured interviews, personal memos written by the researcher, and document analysis. It sought to explore the impact on teachers and students in schools led by principals implementing Power of ICU principles. The findings section begins by examining the participants’ motivations and how they became involved with using The Power of ICU. Additional context about each participant’s principal experience and location is provided. All participants explained why they use ICU instead of another school reform program.

Motivation for Becoming a Power of ICU School Leader

Participant 1: Sam

Sam has been a principal at his current school for the last 15 years. Sam’s School serves seventh and eighth-grade students in South Dakota, with an enrollment of 600 students. When asked why ICU when there are so many other school initiatives out there, Sam responded:

I would say it is the simplicity of ICU. We are ultimately in the business of learning. Some may say we are in the business of teaching, but let us be honest: We are in the business of learning. The difference with ICU is that every kid is held accountable for completing all of their assignments. We know we have positively impacted learning when every kid completes every assignment to a high-quality level.

Sam’s school has been a Power of ICU school for 15 and a half years. Sam shared that the half of a school year is significant because ICU was a teacher-driven initiative.

The year before I joined the school, a group of teachers attended the Southern Regional Education Board Conference, also known as the SREB Conference, where they listened to Danny Hill. Mid-year, during a winter in-service, the teachers decided they needed to implement ICU. That is what makes it so powerful. ICU was a teacher-driven initiative from its infancy.

Participant 2: Melvin

Melvin has over 30 years of experience as an educator. He started his career as a classroom teacher in his hometown for five years. Later, he transitioned to another school, where he served as an assistant principal for five years. Afterward, he was promoted to head principal and has served in that role for the last 20 years. When asked why ICU when there are so many other school initiatives out there, Melvin responded:

The infrastructure ICU provides changes a school’s culture, and culture change lasts. ICU is not a program, and there is not one thing that makes it work. If I had one recommendation for leaders, it would be to avoid buying a program or tool you think will be the silver bullet to solve all your school’s problems. Identify something that positively impacts your culture and has a lasting effect.

Melvin reminisced about the impact of introducing Professional Learning Communities into education, comparing them to ICU.

ICU’s impact on a school’s culture reminds me of Professional Learning Communities (PLCs). PLCs brought a culture shift. Adults began collaborating, which was previously unheard of during the early years of my career. The change of mindset with ICU is that it is not about me; it is about the kids. So, when educators decide it is not about what is best for them, it has to be about what is best for the student; we know we are heading in the right direction.

Participant 3: Tom

Tom has served as a counselor, assistant principal, and principal at the high school level, overseeing grades 9 through 12. He shared that he first encountered ICU as an Assistant Principal, where he felt the program was not implemented with fidelity. So, when he was selected to open a new comprehensive high school in the same district, he set out to implement ICU in a different way. When asked why ICU when there are so many other school initiatives out there, Tom responded:

I had been exposed to ICU before, but to be transparent, it was not being utilized holistically. ICU is a culture-building program that changes the way the entire school operates. ICU schools are built on two foundational components: positive relationships and learning. It has become our school’s heartbeat, and it is what makes us known for our caring approach.

Tom is a storyteller and was excited to share the following example of students recognizing that the teachers in Tom’s building genuinely care about students and their success.

I remember taking my daughter to freshman orientation. As we entered, an excited junior ran toward a rising freshman and shared, “I am so glad you are joining us at the high school this year. One thing you need to know about our school is that you are required to complete your work here. However, do not worry. The adults here care, and they will help you.”

Participant 4: Nathan

Nathan has 18 years of experience as an administrator. 16 of which he has spent leading his current school with Power of ICU principles, the longest ICU tenure of all study participants. When asked why ICU when there are so many other school initiatives out there, Nathan responded:

Grading is somewhat of a pet peeve of mine, and around 2005, I attended a conference where Rick Wormley presented on the book he wrote, Fair Is Not Equal. What he shared about standards-based grading, holding students accountable for completing their work, and not accepting zeros or poor effort made sense to me. I was still unsure how to do all these things, but I knew it was how schools should be run. Finally, when I read The Power of ICU book, I realized Danny had put everything in a nice package for me, and the ICU system showed me the way.

Nathan recognizes that the systematic approach ICU has provided his staff sets their school apart.

We have a system in place. We get new kids who move in, and their parents tell us we have never seen anything like this in any other school. My kids were struggling before and did not do much to help themselves. Now, they are doing so well. They have to work hard, but they do their work here, and their grades improve because they put in the effort.

Participant 5: Alice

Over the past five years, Alice has applied the Power of ICU principles as the principal of two schools, including an intermediate school (grades 4–6) and a middle school (grades 7-8). Both schools housed over 850 students. When asked why ICU when there are so many other school initiatives out there, Alice responded:

I bought into Danny right away because he wanted to help. Danny has the passion it takes to ignite a fire in teachers to be more effective and create a learning environment for your school.

Alice’s school has used ICU for the last three years. Alice implemented ICU immediately at her new school because it was user-friendly and effective for teachers at her previous school.

My middle school students were just not motivated to complete assignments. They were okay with taking zeros. I asked my Assistant Superintendent if he knew anyone who could help. Danny’s name came up. We met, and when he spoke to my teachers, they bought in hook, line, and sinker. My staff got behind ICU so quickly because teachers created the ICU Database. We did not want to deal with another lengthy and drawn-out program, and this was quick to implement and exceptionally teacher-friendly.

Danny Hill is the founder of ICU. Over the last 17 years, he has written four books that cover the principles of the Power of ICU. Hill is most notably recognized for his approach to defeating student apathy and improving school culture. When asked why ICU when there are so many other school initiatives out there, Hill responded:

ICU is different because it comes from teachers brainstorming and intrinsically solving problems. When I became a principal, I couldn't believe my teachers weren't thinking for themselves. They had grown accustomed to being told what to do. Things began to change when they started thinking about and sharing solutions to everyday school issues and realized that I was paying attention to what they had to say.

To answer my research questions, I first discussed individual leaders’ strategies, followed by a collective analysis of the support systems they rely on, organized through four key themes. This approach is critical, as it provides context and background for each participant, helping them to better understand the systems they implemented despite their differing leadership styles and strategies. After analyzing participant data, four key themes surfaced. First, participants emphasized the importance of serving others’ needs. Participants reported that listening, demonstrating care, and empathizing with staff members’ concerns helped build trust and rapport with team members. Second, collaboration was deemed essential for teachers to feel empowered, and a foresight strategy was used to enable teams to make informed decisions that better serve their school’s needs. Third, ICU best practices helped schools develop accountability support systems and played a crucial role in enhancing teacher-student relationships, leading to improved communication and engagement within the school. The accountability layers for staff, students, and parents fostered healthier relationships among all school stakeholders. Fourth, focusing on student learning allowed educators and students to take ownership of their roles within their schools, ultimately leading to improved teacher performance and student academic achievement.