© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. Confusion Mistrust Indifference Frustration Change Resistance Anxiety SkillsResourcesMissionVisionBeliefs.

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Presentation transcript:

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. Confusion Mistrust Indifference Frustration Change Resistance Anxiety SkillsResourcesMissionVisionBeliefs Incentives +++++= SkillsResourcesMissionVision Incentives ++++= SkillsResourcesMissionBeliefs Incentives ++++= SkillsResourcesVisionBeliefs Incentives ++++= SkillsResourcesMissionVisionBeliefs ++++= SkillsMissionVisionBeliefs Incentives ++++= ResourcesMissionVisionBeliefs Incentives ++++= Adapted from Knoster, T. 1991

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. Indifference Change SkillsResourcesMissionVisionBeliefs Incentives +++++= SkillsResourcesMissionVision Incentives ++++= Adapted from Knoster, T “Perhaps this is why teachers say they have had too much change. Perhaps they would be more accurate if they said they have had too much innovation and too little systemic change. Perhaps it is time to recognize that the reason so many innovative efforts have failed has to do with the way present systems operate and to recognize further that the only way the dramatic innovations needed to truly ‘break the mold’ will succeed is to change the systems that define public education in America.” Phillip Schlechty, Creating Great Schools, p. 20

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. ResourceVariables - Time - People - Space - Information Technology - Tools - Processes - Skills Design Qualities Design Resources Systemic Properties Results for “Customers” Culture - Beliefs - Commitments - Meanings - Values - Lore - Traditions Structure - Rules - Roles - Relationships For community and society at large - What students learn is culturally significant and valued by the community and society at large. For parents - Students are happy. - Students are safe. - Students learn what parents believe they should learn. For the school system - Students are engaged. - Students persist with the work. - Students learn what teachers want them to learn. For students - Interesting work - Challenging work - Satisfying work Design Qualities of Context Content and substance Organization of knowledge Clear and compelling product standards Protection from adverse consequences for initial failures Design Qualities of Choice Product focus Affirmation of performance Affiliation Novelty and variety Choice Authenticity

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. Design Qualities of Context Content and Substance Content and Substance Organization of Knowledge Organization of Knowledge Clear and Compelling Product Standards Clear and Compelling Product Standards Protection from Adverse Consequences Protection from Adverse Consequences Design Qualities of Choice Product Focus Product Focus Affirmation Affirmation Affiliation Affiliation Novelty and variety Novelty and variety Choice Choice Authenticity Authenticity

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM © All rights reserved. Can you cite examples close to home? Preachments? Practices? Pretenses?