Motivational School Leadership with Michael Horton
The
first edition of Senge’s “The Fifth Discipline” is now over 20 years old. Occasionally, it is mentioned in one of the
books that I am reading and I am reminded of how much great information is in
this book. As this blog goes along, I
will periodically take a tidbit out of The Fifth Discipline to write
about. In this post, I’ll talk about the
ideas around Senge’s “metanoia” philosophy.
Metanoia is a transformative change of heart and Senge points out that
this is the way that change takes place, not by adopting programs or piloting
new acronyms.
Senge
guides readers to the conclusion that in order to institute change, it is not
new reform strategies, better PowerPoint presentations, or more compelling
speeches that are needed. It is major
systematic overhaul that is needed in schools.
Our systems are not set up for schools to institute major change. To make teachers long for change in an
organization that is set up to preserve the status quo is cruel and unusual
punishment. Before setting up any change
movement, a principal must ensure that the organization is ready for and capable of change.
One of
the most frustrated feelings that I get is when someone asks me for my advice after
their mind has already been made up or the time frame for making a decision has
passed. So, imagine how teachers feel
when the principal gets the leadership team all fired up about (for example) changing bell schedules to provide more opportunities for intervention just to
hear back that the bus schedule won’t allow for the bells to be changed or that
all of the schools in the district must be on the same bell schedule. How frustrating that would be! That could drive an organization to just stick with the status quo. This is just one example of how schools are
not set up for change.
One of
the best ways to begin transitioning to an organization that can and does
change is to start working on those things that ARE within the school's power
to change. Work on changing instruction,
professional development, collaboration, assessments, grading policies,
etc. Eventually, things that were almost
unspeakable before (grading policies, evaluation) will become open for
discussion and the culture of change will begin to . . . umm . . . change.
The
book that sparked this blog post was Michael Fullan’s “Change Forces.” In the book, he discusses 8 lessons that leaders
should learn in order to institute change and become an organization open to change:
1) You Cannot
Mandate What Matters (The more complex the change, the less that you can force
it to happen.)
2) Change is
a Journey, Not a Blueprint (Change is non-linear, loaded with uncertainty and
excitement)
3) Problems
are Our Friends (Problems are inevitable and you cannot learn without them)
4) Vision and
Strategic Planning Come Later (Premature visions and planning blind are the
result of moving too quickly in these areas)
5) Individualism
and Collectivism Must Have Equal Power (There are no one-sided solutions to
isolation and groupthink.)
6) Neither
Centralization Nor Decentralization Works (Both top-down and bottom-up
strategies are necessary)
7) Connection
with the Wider Environment is Critical for Success (The best organizations
learn externally as well as internally)
8) Every
Person is a Change Agent (Change is too important to leave to the experts,
personal mindset and mastery is the ultimate protection)
How have you set up your school to be open to change? Please tell us in the comments section.
Here's a video of Peter Senge talking about "Systems Thinking"
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