By Daniel P Johnson
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Additional resources for Sustaining Change In Schools: How To Overcome Differences And Focus On Quality
To: “I can see your point, but can we talk about how that might affect us in the following areas . . ” Asking Quality Questions 37 These questions shift the focus from what we want to what is working for various groups of students. While the answers may differ from one classroom, school, or level to another, they are aligned with a common target. Decisions made in one classroom do not compete with decisions made in other venues. 3 provides an example of how the purpose question might be reframed across organizational structures.
Thompson School District’s four high schools were engaged in a program review to determine how they could sustain quality in the future. One high school’s staff saw the review as an opportunity to create positive change. 3 Reframing Critical Questions Classroom: How can we, at the classroom level, frame our common expectations for what students need to know and be able to do? Department/Grade: How can we reframe those expectations so that they are consistent within our department/grade? Building: Given different expectations across content areas, how can we reframe our expectations so that they are consistent within our building?
These decisions, in turn, create a need for shared decision-making procedures that go beyond tacit understandings. Too frequently, decision-making processes are vague at best, if not totally nonexistent. In such situations, even an experienced administrator can encounter problems aligning short-term decisions with long-term goals. Tom, an experienced principal, took a new position in a school district that prided itself on shared decision making. Within his first week on the new job, he needed to hire three teachers.
Sustaining Change In Schools: How To Overcome Differences And Focus On Quality by Daniel P Johnson