Comprehensive School Reform

Erlichson's article discussed three aspects of CSR: 1) it's history & timeline in NJ, 2) why it failed, and 3) what is needed for it to succeed. Ultimately Erlichson identifies reasons for its failure: flawed model selection process; lack of linkages to state policy (NJCCCS); lack of time and resources; lack of support from the district, state, and model developers; and lack of school autonomy. With all of those challenges, it's really no wonder why so many people feel disappointed with CSR. It seems that the glue that might hold an initiative together was missing. Teachers as key stakeholders were not "engaged in the process." Several of Fullan's chapters have reminded us of the need for buy-in. After all, wouldn't CSR be considered an attempt at changing school culture? Change is a process not a product and apparently CSR was lobbed onto failing districts without anyone even calling out, "heads up!" As an outsider, it looks like the state and districts scrambled to select a model without having the time to really know what they were buying. Finger-pointing at this point isn't useful. The important issue now is fixing the problem. Erlichson identifies strong district leadership that works with teachers and principals as a key factor in achieving success. Isolated decision-making is a recipe for failure. Also, since this is a state initiative, a more collaborative working relationship with state workers is necessary. The state has a responsibility to to provide resources and develop capacity-building processes in these districts. (that's beyond the scope of this blog.) With all that said, nothing will change unless the culture of the schools changes and the schools feel some degree of ownership.

Teacher Leadership & Change

Tom's news article showed an example of teacher-centered change, but is teaching utopia possible. I always find it interesting that we hear of these few miracle workers who manage to get a group of teachers together to proactively work on something they feel passionate about: their teaching, but then quickly reflect on our own district situations and say it could never happen. The union mentality seems pervasive. Why do we allow people who work at this job as if it were an hourly labor position to have so much control? I remember feeling little interest in staying more than a few minutes beyond my scheduled shift when I worked at Dunkin' Donuts, Shop-Rite, and Roy Rogers in high school. I knew I would only be paid for the actual time I worked per 1/4 hour, so there was little incentive to work longer. But now as a teacher, I work until the work is done. I'm surprised and disappointed when I hear of people who aren't team players. Anyway, it would also be nice if administrators supported teacher-leader groups and arranged schedules so that this could be a possibility during the school day to accomodate those who won't work any time after school.

The Change Process

Fullan's chapter 4 discusses the three phases of the change process: 1) initiation, 2) implementation, and 3) continuation or innovation (systemic change). Many new-fangled ideas seem to make it to Phase I via a top-down approach and then fizzle out when it comes to practicing the change. Clearly one person having a "great idea" isn't enough; it takes a large number of people to collaborate and work on seeing change proceed.

Fullan mentions the importance of a lead administrator, such as the superintendent. The superintendnet in my district is excellent at making things happen if he supports them. He's also worked in the district for about 25 years, not the 3 years that Professor Domine told us was the norm. In my brief experience I've noticed the union as being the least supportive of initiatives. The idea of the union as protector is wonderful, but sometimes I see it as blocking development because it might mean what it perceives as more work for teachers.

Ultimately, a big part of change comes down to Fullan's identification of culture, or re-culturing. If it isn't driven from the administration, then the only way I see it happening is via professional learning groups - groups of teachers who spread the gospel and demonstrate change's effectiveness. I also agree with Fullan that sometimes the change will evolve through the course of effort. Maybe the original idea won't be the final outcome - sometimes ideas evolve. If the individuals don't feel "ownership," then change is going to be either unlikely or very painful.