I recently
read Leading for Learning: How to
Transform Schools into Learning Organizations by Phil Shlechty (2009).
This book, one
of Schlechty's last works before death, provides an excellent discussion of the meaning
of school and the ways schools can and should continue to have meaning in the
future.
Some of my
biggest takeaways:
>
Transformation means altering the culture to match the aspirations; reform is
about implementing innovations that fit the current structure and culture of
the organization.
>
Transformation requires doing things you’ve never done before, not just doing
the things you’ve always done, but better.
> In the
digital environment, the learner is increasingly in charge of both content and
process.
>
Influence is a function of who we are and what we do, not title or position.
>
Continuous learning is required to live a full life, AND to avoid being
overwhelmed by the future.
> LEARNING – it’s the core business of
schools.
> Wise
leaders learn to live on the cutting edge of ignorance, rather than the cutting
edge of knowledge.
> Trust has
no role in the bureaucratic ethos.
A few of my
favorite quotes:
“Schools
are about the future and posterity more than they are about the present and
prosperity.”
“Organizations
that are change adept—that is, organizations that can learn as well as
encourage learning—will survive and thrive in this new world. Organizations that require stability, tranquility,
and predictability will perish.”
“Bureaucracies
are designed to organize and manage certainty and ensure predictability.
Learning organizations are designed to create the type of leadership structures
needed to deal with uncertainty in disciplined, productive, and creative
ways—to transform problems into possibilities and perplexities into
insight.”
“In a
democracy, a customized educational experience should be the birthright of
every child.”
“Learning organizations are driven by shared beliefs,
values, and commitments. Bureaucracies are driven by rules.”
“Standardized
testing requires standardized teaching and standardized content. When
standardization replaces standards, it is not enough to say that students will
read historical fiction; one must specify the fiction to be read.”
“Two of the
gut-level values that Americans hold are the value of local control of
education and the idea that schools should be central places in the life of the
community. Both of these values are threatened by efforts to improve schools
through the increasing use of standards promulgated by bureaucrats external to
the local community—and through the transformation of schools from community
institutions to government agencies.”
You can
probably see why I’m a Schlechty fan…