Public microschools are more than an opportunity to serve learners differently; they are an opportunity to learn differently as a system. Due to their small scale, flexibility, and autonomy, microschools are ideal places for exploring and refining new approaches to teaching, learning, and school design. When leaders treat microschools as living R&D spaces, they not only improve student outcomes within the school but also generate insights that can inform practice and policy across the public school system.

Some microschools generate insights that lead to practices other schools can adopt, while others evolve into entirely new models designed to serve distinct student populations. These models improve through rapid feedback from students, families, and educators within them—an advantage greatly enhanced by the microschool’s small size and agility. While some lessons may strengthen broader system practices or inspire replication, others are best left intact, as tailored solutions that wouldn’t translate effectively within traditional structures. Each of these outcomes offers meaningful value to public education.

Continuous improvement is not a one-time check-in; it is an ongoing process. It is a mindset and a habit. It means listening deeply to learners, families, and educators; using data to surface what’s working and what isn’t; and making intentional changes in response. By embracing cycles of reflection, iteration, and documentation, microschool teams can sharpen their own model and contribute to broader system transformation. This work helps fulfill the promise of public microschools as engines of innovation and future readiness.

Guiding Questions

• How will you regularly gather feedback from students, educators, and families?
• What early indicators will help you understand whether the microschool is meeting its goals?
• How will you structure time and space for reflection and iteration as a team?
• What tools or frameworks (e.g., design cycles, improvement science) will guide your process?
• How will you document your insights, adaptations, and lessons learned?
• How might your findings inform the broader system strategy or spark additional innovation?
• How will you determine whether an innovation is best scaled, replicated, or sustained as a standalone model?

Action Steps

Adopt an R&D mindset. Frame the microschool as a space for learning, not just for students, but for the system.

Design your feedback loops. Develop lightweight systems for collecting qualitative and quantitative feedback from students, staff, and families continuously.

Use data to drive iteration. Identify key metrics (e.g., learner engagement, growth, belonging) and analyze them regularly with your team.

Build structured reflection into your calendar. Set aside regular time for team reflection and rapid design cycles. Don’t wait for quarterly reviews.

Prototype and test new ideas. Treat new structures, lessons, or schedules as experiments; try them, gather feedback, and refine.

Document your learning. Capture what you’re trying, what you’re learning, and what’s changing. This becomes the foundation for scaling and sharing.

Tips and Examples

• Use short, iterative cycles to test changes and gather quick feedback from students and staff.
• Consider using a digital tool or shared document to capture real-time team observations, challenges, and wins.
• Partner with a local university, research organization, or nonprofit to support your inquiry cycles or external documentation.
• Host end-of-quarter reflection sessions with students and staff where they analyze their own experiences and contribute ideas for improvement.
• Align your R&D efforts to system innovation goals so your microschool serves as a proving ground for future system shifts.

Opportunity and Access

Microschools offer a unique opportunity to learn what’s working for students, families, and educators, but collecting feedback must be done with care. Be mindful of data collection fatigue and focus on gathering insights that are both meaningful and actionable. Consider whose voices might be missing, and design your improvement practices to elevate feedback from students and families who have traditionally been underrepresented in decision-making processes. The findings you gather shouldn’t stay within the microschool. Sharing what you learn across the district or system can build broader momentum, strengthen future school design efforts, and ensure more learners ultimately benefit from what’s working.