© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM

© All rights reserved.

Confusion

Mistrust

Indifference

Frustration

Change

Resistance

Anxiety

SkillsResources

Mission

Vision

Beliefs

Incentives

+ + + + + =

SkillsResources

Mission

Vision

Incentives

+ + + + =

SkillsResources

Mission

Beliefs

Incentives

+ + + + =

SkillsResources

Vision

Beliefs

Incentives

+ + + + =

SkillsResources

Mission

Vision

Beliefs

+ + + + =

SkillsMission

Vision

Beliefs

Incentives

+ + + + =

Resources

Mission

Vision

Beliefs

Incentives

+ + + + =

Adapted from Knoster, T. 1991

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM

© All rights reserved.

Indifference

ChangeSkillsResourcesMissionVisionBeliefs Incentives+ + + + + =

SkillsResourcesMissionVision Incentives+ + + + =Adapted from Knoster, T. 1991Adapted from Knoster, T. 1991

“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.

• Resource Variables

- Time

- People

- Space

- Information

• Technology

- Tools

- Processes

- Skills

DesignQualities

DesignResources

SystemicProperties

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 significantand valued by thecommunity andsociety at large.

• For parents - Students are happy . - Students are safe. - Students learn what

parents believe theyshould learn.

• For the school system - Students are engaged. - Students persist with

the work. - Students learn what

teachers want themto 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 ContextDesign Qualities of Context Content and SubstanceContent and Substance Organization of KnowledgeOrganization of Knowledge Clear and Compelling Product StandardsClear and Compelling Product Standards Protection from Adverse ConsequencesProtection from Adverse Consequences

Design Qualities of ChoiceDesign Qualities of Choice Product FocusProduct Focus

AffirmationAffirmation

AffiliationAffiliation

Novelty and varietyNovelty and variety

ChoiceChoice

AuthenticityAuthenticity

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM

© All rights reserved.

Can you cite examples close to home?

Preachments?Practices?Pretenses?