Leading for Learning E-Book

Phillip C. Schlechty

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 601

Veröffentlichungsjahr: 2011

Beschreibung

Leading for Learning Written by acclaimed school reform advocate Phillip C. Schlechty, Leading for Learning offers educators the framework, tools, and processes they need to transform their schools from bureaucracies into dynamic learning organizations. Schlechty explains how to move beyond some of the deeply ingrained and negative conceptions of schooling that guide so much of their practice. He shows educators how they can take advantage of new learning technologies by increasing their organization's capacity to support continuous innovation. "Clearly not for the fainthearted, Schlechty's engrossing appraisal of American education calls for a bold, truly fundamental transformation of how we run our public schools. Some books are thought-provoking; this one is action-provoking." --W. JAMES POPHAM, professor emeritus, UCLA "Dr. Schlechty has once again written an insightful book that educational leaders can use as a road map in transforming our schools into learning organizations designed to serve twenty-first century students." --DR. RANDY BRIDGES, superintendent, Alamance-Burlington School System, NC "Because education is ultimately a community responsibility, Schlechty's proposal to shift school systems from bureaucracies to learning organizations can open doors to citizens who are frustrated by the bureaucracy in their efforts to reclaim their role in education. This book is as much for them as it is for professional educators." --DAVID MATHEWS, president, Kettering Foundation "Anyone in a school leadership position--from the board room to the classroom--should read this engaging and thought-provoking book. It's a must-read for all immersed in or contemplating the transformation of public education." --CLAUDIA MANSFIELD SUTTON, chief communications and marketing officer, American Association of School Administrators

Leseprobe

Table of Contents

Title Page

Copyright Page

PREFACE

GUIDING QUESTIONS

ASSUMPTIONS

THE CONTEXT OF TEACHING AND SCHOOL LEADERSHIP

A MATTER OF STYLE

THE AUDIENCE FOR THIS BOOK

THE ORGANIZATION OF THIS BOOK

ACKNOWLEDGMENTS

A PERSONAL NOTE

THE AUTHOR

PART ONE - Making the Case for Transformation

chapter ONE - The Case for Transformation

WHY REFORMATION IS NOT ENOUGH

THE NEED FOR TRANSFORMATION

WHY WE TINKER: THE PROBLEM DEFINED

chapter TWO - Systems and Technological Change

UNDERSTANDING SCHOOLS AS COMPLEX SOCIAL ORGANIZATIONS

THE NATURE OF SYSTEMIC CHANGE

DISRUPTIVE AND SUSTAINING INNOVATIONS

CRITICAL SOCIAL SYSTEMS

WHY REFORM IS SO DIFFICULT

COMMON LANGUAGE, POWER, AND SEPARATION

chapter THREE - Bureaucracies Versus Learning Organizations

IDEAL TYPES: A TOOL FOR ANALYSIS

HOW IS SOCIAL CONTROL ESTABLISHED?

WHAT IS THE SCHOOL’S FUNCTION?

IMAGES OF SCHOOL

chapter FOUR - Bureaucratic Images of Schools

ABOUT THE METAPHORS

A BASIC FRAMEWORK

THE SCHOOL AS FACTORY

THE SCHOOL AS PROFESSIONAL SERVICE DELIVERY ORGANIZATION

THE SCHOOL AS WAREHOUSE OR PRISON

GETTING THE PROBLEM RIGHT

chapter FIVE - A New Image of Schools

LEARNING ORGANIZATION OR LEARNING COMMUNITY?

TRANSMITTING THE KNOWLEDGE WORK CULTURE

THE SCHOOL AS A SMALL COMMUNITY OR A FAMILY

CRITICAL STEPS TO TRANSFORMATION

PART TWO - Getting Our Bearings

chapter SIX - The Bureaucratic Impulse

HISTORIC ROOTS

FROM COMMUNITY INSTITUTIONS TO GOVERNMENT AGENCIES

THE CONSEQUENCES OF BUREAUCRATIZATION

THE NEED FOR GRASSROOTS ACTION

chapter SEVEN - Reassessing Standards

AN UPSTREAM STRUGGLE

THE PROFIT MOTIVE

WHO ARE THE CUSTOMERS?

THE MEANING OF STANDARDS

THE TRIVIALIZATION OF STANDARDS

NO TESTS FOR STANDARDS

THE EFFECTS OF STANDARDS

DIFFERENT CONSTITUENCIES, DIFFERING STANDARDS

chapter EIGHT - Restoring Civic Capacity and Building Social Capital

SCHOOLING AND THE DECLINE OF COMMUNITIES

THE NEED FOR COMMUNITY BUILDING

POLITICS, ECONOMICS, AND THE MORAL ORDER OF COMMUNITIES

THE NEED FOR SCHOOL BOARD LEADERSHIP

PUBLIC EDUCATION AS A MORAL IMPERATIVE

BUILDING SOCIAL CAPITAL

CAN IT BE DONE?

A CONCLUDING COMMENT

PART THREE - Taking the First Steps

chapter NINE - Painting a New Image of Schools

THE USES OF METAPHORS AND MENTAL MODELS

LESSONS LEARNED ABOUT THE USE OF METAPHORS

SELECTING METAPHORS TO AID IN TRANSFORMATION

A SUGGESTED EXERCISE

OTHER USES OF METAPHORS

A CONCLUDING COMMENT

chapter TEN - Creating the Capacity to Support Innovation

CAPACITY BUILDING: A POINT OF VIEW

SYSTEM CAPACITY STANDARDS

PERSISTENCE OF EFFORT

chapter ELEVEN - Standards as Sources of Direction

REFRAMING THE PROBLEM OF STANDARDS

HELPING COMMUNITIES HOLD SCHOOLS ACCOUNTABLE

ORGANIZATIONAL PERFORMANCE STANDARDS

SOME THOUGHTS ON STATE AND FEDERAL POLICY

ACCOUNTABILITY AND EQUITY

A WORD OF CAUTION

chapter TWELVE - A Theory of Action

FIRST STEPS

TOWARD A THEORY OF ACTION

SUBSEQUENT STEPS

A THEORY, NOT A PRESCRIPTION

A CLOSING COMMENT

chapter THIRTEEN - Engaging the Heart and Recapturing Our Heritage

DEVELOPING A MARKETING MENTALITY

SOME ADDITIONAL SUGGESTIONS FOR ACTION

A COMMON CAUSE

appendix A - Organizational Properties and Systemic Qualities

appendix B - Images of School

Bibliography

INDEX

Copyright © 2009 by John Wiley & Sons, Inc. All rights reserved.

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Library of Congress Cataloging-in-Publication Data

Schlechty, Phillip C., 1937-

Leading for learning: how to transform schools into learning organizations / Phillip C. Schlechty.

p. cm.

Includes bibliographical references and index.

ISBN 978-0-7879-9434-1 (pbk.)

1. School improvement programs—United States. 2. School management and organization—United States. 3. Educational change—United States. I. Title.

LB2822.82.S337 2009

371.2’070973—dc22

2008051694

PB Printing

PREFACE

This book is about differences between and among schools—differences that make a difference in the lives of teachers, students, parents, and communities. It is not about why schools do not get results. It is about why schools get the results they do.

My intent is to help teachers and other school leaders better understand why their jobs are so hard—and what it will take to make their work more manageable and satisfying. It is also my intention to help local community leaders, especially school board members and state legislators, to better understand what is happening to their schools and why.

GUIDING QUESTIONS

Three questions have guided my thinking in writing this book:

• Is it possible to pursue high standards and attach consequences to performance without resorting to the tools of bureaucracy?

• Is it possible to organize schools so that they reflect concern for the unique circumstance of each child—without giving up the notion that all children should learn some of the same things at high levels?

• Can local school districts develop the capacity to sustain improvement efforts in response to national priorities as well as to local circumstances—without the active intervention of state and federal agencies?

I think that it is possible to answer these questions affirmatively, but only when we shift our images of schools from those that grow out of bureaucratic assumptions to those that grow out of assumptions that schools can become learning organizations. Once this shift is made, the principles on which schools are built will necessarily be quite different from those on which most schools and school districts are now based.

The primary purpose of this book is to make the nature of these principles very clear and to show how they might be applied to create the new system of education America needs. For example, I argue that rather than viewing standards as a means of enforcing bureaucratic authority, standards might better be used as a source of direction for school and communities. This would mean that rather than assigning the authority to establish and enforce standards to state agencies, legislators might require that local communities establish clear standards that their leaders can defend in the public forum and then develop processes to assess the effectiveness of their schools in meeting these standards. The role of the state would be to specify standards for setting standards rather than specifying the standards themselves. Similarly, I argue that local school boards should become much more active as educators of the community about educational matters and much less oriented toward advancing the causes of special interest groups. This will undoubtedly require new thinking regarding the way school boards are elected and held accountable. Much of this book has to do with strategies for bringing such transformations about.

ASSUMPTIONS

As the reader will quickly recognize, what I write is informed by a bias. I am on the side of teachers, principals, and superintendents who must deal every day with the realities of an education system that encourages mindlessness and the docile acceptance of bureaucratically oriented policy decisions that are too often harmful to the cause of good education for children. I proceed from the belief that if the public schools are to work as they must work in the twenty-first century, they must be supported by all citizens—young and old, rich and poor, liberal and conservative. Moreover, they must serve all citizens, not just the students and parents who, at any given time, are involved in the schools or the interest groups and political factions that want to bend the schools to their will. Schools are about the future and posterity more than they are about the present and prosperity.

It is certainly true that in their present bureaucratic form, many schools are not sufficiently responsive to parents and the diverse needs of students. Indeed, it is the failure of locally controlled bureaucracies to respond to the needs of all the children of all the citizens that has led to moving bureaucratic control from local board offices to even more bureaucratic offices in state capitols and in Washington, D.C.

Those who advocate more state and federal control of schools seem oblivious to the fact that such a reform does not solve the problem of America’s schools. Rather, it moves the means of solving the problem further from the reach of precisely the people who must solve it if it is to be solved at all: the local educational leaders and the citizens of the local communities the schools are intended to serve.

It is also my view that the link between the quality of schools and the quality of community life is so deep and profound that it makes no sense to work to improve the schools outside the context of improving communities as well. It is not possible to have strong schools in unhealthy communities. School improvement and community building go hand in hand. It is therefore a grave mistake to turn schools into government agencies and to remove control of the schools from local communities, especially at a time when one of the greatest crises facing the nation is the breakdown of communities and the loss of sources of community identity and feelings of belonging on which communities depend.

Education in America will not be helped by making the schools more bureaucratic and by driving in fear. What we need are policies that put joy back into teaching and common sense back into the way schools are led. This book is an effort to assist in such a transformation.

My hope is that this book will provide local educational and civic leaders with ideas and tools that will help them build initiatives to save our schools from the creeping paralysis that is now being foisted on them by those who believe that government experts know better what the people want and need than do the people themselves. My faith in public education is a traditional American faith, based on the Jeffersonian belief that the people, if they are well informed, are the best judges of what they need. I also believe that in the long run, citizens will trust only leaders who trust them in return.

Learning organizations, as we shall see, are based on such trust. Bureaucracies are not. Bureaucracies are based on fear and distrust, and they depend on punishments and extrinsic rewards to gain what leaders want and intend.

THE CONTEXT OF TEACHING AND SCHOOL LEADERSHIP

Not all schools perform well, and some teachers are ineffective. It is also the case that these schools and these teachers are more likely to serve poor children, especially poor minority children, than affluent children.

In my view, low-performing schools function something like canaries did in coal mines. Because the students they serve are more often poor and from places where strong community support is lacking, these schools are the first to reveal the presence of harmful elements in the environment. These elements are, however, likely to be present in other schools as well, though those affected may not be aware of it because the teachers and students have enough external support to survive in spite of what might be happening to them inside the school.

Certainly I believe that highly qualified teachers and good principal leadership are necessary for good schools. It is my view, however, that in the long run, high-performing teachers are either suppressed by bad schools or they flee from them—to other schools or out of education altogether. In fact, one of the reasons poorly performing schools often seem to have a disproportionate number of poorly performing teachers may be that teaching well in these schools is just too hard and too often there are no supports for those who really try. Introducing good teachers into bad schools without working on the schools and the systems in which the schools are embedded seems to me to be a wasted effort and generates cynicism regarding the prospects of improving schools. It also discourages too many gifted teachers.

Certainly I am concerned about low-performing schools, but my attention is not fastened on them. Rather, my quest is for excellence in all schools and for all children. Indeed, I learned long ago that the words excellence and equity should never be separated, for to honor one without attending to the other is to do harm to both.

A MATTER OF STYLE

This book is the product of a lifetime working in and around schools and learning from educators; it is not my doctoral dissertation. Where I know I have a heavy intellectual debt, I use footnotes to honor that debt, and where I quote specific content from other works I use footnotes as well. I do not, however, try to document every point I make, and I don’t cite every possible contrary opinion. Let the contrarians write their own book.

THE AUDIENCE FOR THIS BOOK

This book is written for the men and women who live out their lives in schools and school districts and for the local community leaders, including school board members, whose support for schools is essential for the survival of schools as well as the health of the communities in which they live. I hope that members of the scholarly community will read it and enjoy what they read, but it is not my intention to add to the research related to schooling. Rather, it is my purpose to take what research, theory, and a good deal of practice have taught me about schooling and efforts to improve schools and make what I have learned available to others.

THE ORGANIZATION OF THIS BOOK

This book is organized into three major parts.

The five chapters in Part One make the case for transformation as contrasted with reform and present some of the basic concepts and frameworks essential to understanding the distinctions made between bureaucracies and learning organizations. For those unfamiliar with the literature in sociology and organizational theory, I provide a broad introduction to some of the concepts and issues that I believe are most useful when trying to figure out what is going on in schools and why.

In Chapter One, I make a distinction between reformation and transformation and present an argument for transformation. Chapter Two discusses systems and systemic change. In this chapter, I examine how critical social systems affect the way innovations are introduced in schools and how these systems affect the prospects of survival of innovations once they are introduced. In Chapter Three I make some fundamental distinctions between bureaucracies and learning organizations. Chapter Four presents a series of metaphors intended to help illuminate the nature of bureaucratic practice in schools. Chapter Five presents an alternative set of metaphors to help describe the operation of a school or school system organized as a learning organization.

By the time readers have finished reading these first five chapters, they should have a clear notion of how I distinguish between schools as learning organizations and schools as bureaucracies. It should also be clear how these different conceptions of schooling shape and mold the way those who live out their lives in school view themselves and their work and why so much that happens in school that seems so mindless in fact has a logic; but the logic is a sociologic embedded in the structure of organizational life rather than in the structure of personalities.

Part Two contains three chapters, each addressing a different topic, that should be of concern to those who would lead school transformation. Chapter Six explores the rising power of an emerging education policy elite and the drive toward the bureaucratization of schools. Chapter Seven examines the impact of the standards-based school reform movement on the increasing bureaucratization of the schools and moves toward distinguishing between forms of accountability that are intended to lead to improvement of performance and forms that are intended primarily as a means of exercising external control. Chapter Eight presents a discussion of the ideas of civic capacity and social capital. My intent is to make the case that meaningful efforts to improve schools require attention to community building and political action at the same time that they require attention to the internal operation of schools.

The four chapters in Part Three address a set of topics that must be addressed in an action agenda. Chapter Nine deals with the idea of mental models and the use of metaphors in inspiring transformation initiatives. Chapter Ten examines the idea of capacity building. In this chapter, I set forth specific suggestions of ways to go about building capacity, especially the capacity to support and sustain the introduction of innovations that in the context of bureaucracies are likely to be rejected or domesticated. (Domestication is a term I use to refer to the tendency of bureaucracies to alter an innovation to fit the existing system rather than changing the system to accommodate the innovation.) Chapter Eleven presents a discussion of standards as sources of direction and suggests some strategies for using standards to ensure quality without allowing the standards to inhibit creativity and imagination in schools and classrooms. Chapter Twelve presents a theory of action that in effect summarizes much that precedes it, especially much that is contained in Chapters Nine through Twelve.

In the final chapter, I give additional attention to issues related to leadership and community building, and relate these issues to the notion of marketing ideas and persuading publics.

The book also has two appendixes. Both are in fact an integral part of this book and should be read along with Chapters Three through Five. Appendix A presents a detailed description of the differences between and among critical social systems in a bureaucracy and in a learning organization that are outlined in Chapter Three. Many of the school leaders who have read this appendix—and there have now been literally hundreds of such readers—have found it to be extremely useful, especially as a tool for serious discussions about the condition of their schools and what action steps they need to take to move toward the transformation into a learning organization.

Appendix B presents a thumbnail sketch of each of the role descriptions presented in Chapters Four and Five. These sketches have proven most useful to educators who use the charts presented in Chapter Four as a tool to help them assess the culture of their school, especially as that culture is reflected in the rules and roles that typify social relationships in the schoolhouse and between the schoolhouse and the school district.

ACKNOWLEDGMENTS

This book has been a long time in the making. I really don’t know when I started it, but some of the framing ideas go back to 1975 or before. Clearly I cannot remember all those who contributed to this book, and I will not try. I simply thank everyone who had a part in this.

Nevertheless, there are a number of individuals whose thoughts and reactions I want to acknowledge. I especially thank Bob Nolte for an early and intensive effort to help me clean up some ugly prose and clarify my thinking as well. My daughter, Jennifer Schlechty, and Kim Vidrine, editor for the Schlechty Center, went above and beyond the call of duty as editors on various drafts of this book. I also owe a clear debt to all the other members of the Schlechty Center staff, not only for their willingness to react to chapters and ideas but also for their tolerance of my tendency to become so fastened on this book that I forgot other matters I should have been attending to.

As has become my custom, once I have completed what I think is a final version of a book, I invite a panel of educators I respect to spend a couple of days with me reviewing the manuscript and helping me to better understand what those for whom the book is written might think about what I have written. This time I invited eight superintendents, all of whom I have worked with in the past and respect. I learned much from them—so much that I revised most of what I thought I had finished. The book is better because of them. The remaining weaknesses are, of course, still mine to own. Specifically, I thank Randy Bridges, superintendent, Alamance-Burlington, North Carolina, School District; Jim Hawkins, superintendent, Killeen, Texas, Independent School District (ISD); James Hutto, superintendent, Petal, Mississippi, School District; J. D. Kennedy, superintendent, Midlothian, Texas, ISD; Rodney Lafon, superintendent, St. Charles Parish, Louisiana, School District; Pam Lannon, consultant; Elizabeth Saenz, superintendent, Cotulla, Texas, ISD; and Steve Waddell, superintendent, Birdville, Texas, ISD. Without them and many of their colleagues, I would have little confidence that what I propose in the pages that follow is possible. It is because of these educators and others like them that I keep hope alive in my heart as well as my head.

I would also like to thank Susan Geraghty who served as production editor. She kept everything on time and on track, and was flexible enough to make it possible to deal with life’s emergencies. In addition Bev Miller, the copyeditor for Jossey-Bass, did a masterful job and I thank her as well. Finally, I give a special thanks to Lesley Iura, educational director of K-12 Education for Jossey-Bass. This is the fifth book she has helped me bring to completion. I continue to be impressed with her patience, good humor, and skill. She is also a special friend.

A PERSONAL NOTE

I dedicate this book to my two grandchildren, Lilly Flannigan and Daniel Rademaker, who serve as living inspirations for me to keep on working to improve America’s schools. They are in the first grade, early in the great school adventure. I hope the schools get better each year they attend. I hope even more that the schools do not deteriorate because of misguided efforts to improve them. I want my grandchildren and all other children to find meaning in school and to experience the joy of learning and disciplined inquiry. I do not want them to come away from school feeling as Albert Einstein said he felt when he looked back on his experiences in German schools:

One had to cram all this stuff into one’s mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year.... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty.

Much of the bureaucratic form of America’s schools was imported from Germany in the nineteenth century. It is this basic structure that must be changed.

I believe that the future of America depends on the ability of the current generation of American educators to find new ways of linking the cause of public education to the building of democratic communities where they live. Education and America have been good to me and my family. My hope is that what I have written will give back to the community a small down payment on what I have received.

February 2009

Phillip C. SchlechtyLouisville, Kentucky

THE AUTHOR

Phillip Schlechty is the founder and chief executive officer of the Schlechty Center for Leadership in School Reform. He has been a teacher and public school administrator, as well as a university professor and associate dean. He established the Center for Leadership in School Reform in 1988; through this organization, he has developed a staff of experienced educators who are committed to transforming schools from bureaucracies into learning organizations. Schlechty and the center staff work with thousands of teachers, principals, central office staff, superintendents, and school boards, as well as with parents, civic leaders, business leaders, and others interested in the continuing health of public education in America. The center works with school districts across the United States.

Over the past forty years, Schlechty has written seven books and many journal articles dealing with issues related to the transformation of schools and school leadership. He has received awards from such diverse organizations as the American Federation of Teachers, the American Educational Research Association, and the National Staff Development Council. Most recently, his alma mater, The Ohio State University, honored him by inducting him into the School of Education and Human Ecology Faculty and Alumni Hall of Fame.

Schlechty and his wife, Shelia, live in Louisville, Kentucky. They have two daughters and two grandchildren. His grandchildren attend public schools in Kentucky and Colorado.

PART ONE

Making the Case for Transformation

chapter ONE

The Case for Transformation

There is general agreement that the schools of America must be improved. There is, however less agreement about what needs to be done to improve them. Most who say schools need to be improved want to reform them in some way. The position taken in this book, however, is that reform is not enough. What is needed is transformation.

In the context of recent efforts to improve schools, reform usually means changing procedures, processes, and technologies with the intent of improving the performance of existing operating systems. The aim is to make existing systems more effective at doing what they have always been intended to do.

Transformation is intended to make it possible to do things that have never been done by the organization undergoing the transformation. It involves metamorphosis: changing from one form to another form entirely. In organizational terms, transformation almost always involves repositioning and reorienting action by putting the organization into a new business or adopting a radically different means of doing the work it has traditionally done. Transformation by necessity includes altering the beliefs, values, and meanings—the culture—in which programs are embedded, as well as changing the current system of rules, roles, and relationships—social structure—so that the innovations needed will be supported. Reform, in contrast, means only installing innovations that will work within the context of the existing structure and culture of schools.

Transformation is a difficult and risky enterprise, its dimensions uncertain and difficult to define. It requires men and women to do things they have never done before—not just to get better at what they have always done.

Because it is so risky, transformation requires strong leaders who understand that they are dealing with values as well as technique, meaning as well as skills. Most of all, transformation requires leaders who have a deep understanding of both the reasons transformation is necessary and why an easier course cannot be taken. It requires leaders who are themselves passionately committed to the new organization they are trying to create.