Education is a profession where turnover is common because of district reassignments, promotions, and staff exits. Staff transition often results in a loss of institutional knowledge, due to established project management practices not always being passed on to new staff members. As a result, inefficiencies and increased workloads place additional strain on an already overwhelmed workforce. Without safeguards in place, there is a risk of repeating ineffective strategies and squandering vital and limited resources on unsuccessful methods. The autonomy granted to individual campuses in creating their own project management protocols can lead to a lack of uniform processes and hinder effective communication and collaboration among different campuses and/or across the district. The absence of a common language impedes progress and limits opportunities for improvement and growth. Most importantly the crucial step of reflection and asking for feedback from stakeholders is frequently minimized in the process or more often ignored. My challenge is to create a process for leaders and administrators to create policies and procedures including protection from knowledge loss upon staff transition because without a consistent process campuses often waste valuable time and resources attempting to create their own. This is important because the time and effort spent by administrators and leaders on developing unique plans and procedures takes away from the campus ability to support student success and teachers and administrators may experience heightened stress and time constraints as a result.