Leading for Learning: How to Transform Schools into Learning Organizations

354 Pages·2009·2.28 MB·English

by  Phillip C. Schlechty

SCHLECHTY
Leading for Learning
Written by acclaimed school reform advocate Phillip C. Schlechty, Leading for Learning of-
fers 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-fi rst 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.”
—C LAUDIA MANSFIELD SUTTON, chief communications and marketing offi cer,
American Association of School Administrators
The Author
PHILLIP C. SCHLECHTY is founder and CEO of the Schlechty Center for Leadership in School
Reform. Schlechty is the author of Creating Great Schools, Working on the Work, Inventing Better Schools, Shaking
Up the Schoolhouse, and Schools for the 21st Century.
EDUCATION
Cover design by Michael Cook US $29.00 | Canada $35.00
Cover image by Veer
www.josseybass.com
Leading for Learning
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Leading for Learning
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Leading for Learning
H O W T O T R A N S F O R M
S C H O O L S I N T O L E A R N I N G
O R G A N I Z A T I O N S
Phillip C. Schlechty
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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
Printed in the United States of America
first edition
PB Printing 10 9 8 7 6 5 4 3 2 1
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C O N T E N T S
Preface ix
The Author xix
PA R T O N E Making the Case for Transformation 1
O N E The Case for Transformation 3
Why Reformation Is Not Enough 4
The Need for Transformation 5
Why We Tinker: The Problem Defi ned 19
T W O Systems and Technological Change 23
Understanding Schools as Complex Social Organizations 25
The Nature of Systemic Change 26
Disruptive and Sustaining Innovations 27
Critical Social Systems 29
Why Reform Is So Diffi cult 31
Common Language, Power, and Separation 38
T H R E E Bureaucracies Versus Learning Organizations 39
Ideal Types: A Tool for Analysis 40
How Is Social Control Established? 50
What Is the School’s Function? 61
Images of School 68
v
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F O U R Bureaucratic Images of Schools 69
About the Metaphors 70
A Basic Framework 71
The School as Factory 74
The School as Professional Service Delivery Organization 87
The School as Warehouse or Prison 99
Getting the Problem Right 110
F I V E A New Image of Schools 113
Learning Organization or Learning Community? 113
Transmitting the Knowledge Work Culture 123
The School as a Small Community or a Family 134
Critical Steps to Transformation 138
PA R T T W O Getting Our Bearings: The Sociopolitical
Landscape 141
S I X The Bureaucratic Impulse 143
Historic Roots 143
From Community Institutions to Government Agencies 148
The Consequences of Bureaucratization 153
The Need for Grassroots Action 156
S E V E N Reassessing Standards 159
An Upstream Struggle 160
The Profi t Motive 161
Who Are the Customers? 164
The Meaning of Standards 169
The Trivialization of Standards 170
No Tests for Standards 172
The Effects of Standards 173
Different Constituencies, Differing Standards 180
vi Contents
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E I G H T R estoring Civic Capacity and Building Social Capital:
Two Keys to School Transformation 187
Schooling and the Decline of Communities 188
The Need for Community Building 191
Politics, Economics, and the Moral Order of Communities 193
The Need for School Board Leadership 195
Public Education as a Moral Imperative 199
Building Social Capital 201
Can It Be Done? 204
A Concluding Comment 206
PA R T T H R E E Taking the First Steps: How Transformation
Can Happen 207
N I N E Painting a New Image of Schools 209
The Uses of Metaphors and Mental Models 209
Lessons Learned About the Use of Metaphors 216
Selecting Metaphors to Aid in Transformation 218
A Suggested Exercise 219
Other Uses of Metaphors 219
A Concluding Comment 221
T E N Creating the Capacity to Support Innovation 223
Capacity Building: A Point of View 223
System Capacity Standards 224
Persistence of Effort 238
E L E V E N Standards as Sources of Direction 241
Reframing the Problem of Standards 242
Helping Communities Hold Schools Accountable 248
Organizational Performance Standards 253
Some Thoughts on State and Federal Policy 258
Contents vii
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Accountability and Equity 259
A Word of Caution 262
T W E LV E A Theory of Action 265
First Steps 265
Toward a Theory of Action 271
Subsequent Steps 275
A Theory, Not a Prescription 276
A Closing Comment 278
T H I R T E E N Engaging the Heart and Recapturing Our Heritage 281
Developing a Marketing Mentality 281
Some Additional Suggestions for Action 284
A Common Cause 287
A P P E N D I X A Organizational Properties and Systemic Qualities 289
A P P E N D I X B Images of School 307
Bibliography 313
Index 319
viii Contents
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