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The importance of continuous improvement is well-established for the educational sector (Schmucker, 2001; Fullan, 2001; Sparks, 2018; Flumerfelt & Soma, 2012; Flumerfelt, 2012; Balzer, 2010). However, the need for continuous improvement can lead some administrators to misinterpret this strategy into the practice of 鈥渞einventing or realigning the wheel鈥� and thinking that simplistic replication is the only pathway to creating change. In reality, a proven way to impact change is to create a learning organization (Senge, 1990; Argyris & Schon, 1996), which includes respect for people first, supported by demonstrations of the use of continuous improvement second. These priorities are significant in school improvement and are sometimes unknown or forgotten.