Contemporary School Reform and Organizational Learning
Very few topics command as much attention within contemporary school reform measures as staff development and deep organizational learning. New evidence on the results of the leadership’s response to accountability measures through school reform exposes a lack of teacher motivation and inadequate results on student performance (Bruns, Filmer, & Patrinos, 2011). Professional practice within the schools require (1) a commitment to learning, (2) the ability to make complicated decisions, (3) reflective practice, and (4) a professional knowledge base (Eggen & Kauchak, 2006). If teaching is to be perceived as a profession in the sense that medicine and law are, teachers must be provided an opportunity to learn and apply best practices with the support of accomplished colleagues and instructional leaders superseding the “learn or else” approach (Jonson, 2002). This paper will unveil essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education. The investigation on school reform begins with the theoretical understanding of the construction of knowledge and the potential detriment school’s face when the fear factor predominates the process.
“Learn or Else” Mindset
The construction of knowledge, when properly understood, is never-ending, although in K-12 education the focus is often on short-term results (Seifert & Sutton, 2009). For the teacher and student, knowledge is constructed both cognitively and socially. Cognition involves individual processes associated through the connection of prior knowledge with new information (Eggen & Kauchak, 2006). Administrative mindfulness of teacher preparation, years of experience, and background knowledge must be present for educators to emerge as accomplished practitioners. Within the schools are meager portrayals of the social construction of knowledge as PLCs (Professional Learning Communities) demonstrate virtually none of the elements that characterizes them as such (DuFour, DuFour, & Eaker, 2008). NCLB (No Child Left Behind), the legislative reform monitoring professional accountability through annual gains in student learning, did little to bring teachers together as a community of learners. The failure of NCLB to move student achievement was not with the mandate itself, but the didactic response to it. Educational leaders sought to meet gains in learning at each level of K-12 education, replacing role-play, discovery learning, and authentic engagement with workbooks and test preparation strategies. The emphasis was on quick fixes conveying immediate results and was not on developing the whole child (DuFour et al., 2008). Constructing knowledge through social interaction and cognitive development requires time to evidence and may be difficult to measure. The realities of ten years of accountability reform, many leaders sought what best for the school, instead of how best the student and the teacher learn. Telling is not teaching, understanding does not come by rote, and experience is the best teacher. Brain research and its implication of learning is well-defined, and without consideration of its findings will halt organizational learning in its tracks (Reason, 2010).
Continuous Improvement: Beneficial or Detrimental?
The question of whether continuous improvement is beneficial or detrimental rests on the leader’s ability to manage the limiting forces of growth successfully. When Jeffrey Liker teaches about The Toyota Way, he begins with the two key principles for a successful organization (1) the importance of continuous improvement, and (2) the significance of respect for people (2004). The organization to embrace these principles, as its norms for engagement, will realize profound organizational change (Senge, Kleiner, Roberts, Ross, Roth, & Smith, 1999). Challenges within education arise with every new initiative. The key to addressing new programs, projects, and proposals is knowing when to call a time out, slow down, and schedule old-fashioned face-to-face communication (Senge et al., 1999).
Overcome Ineffective Mindsets
The leader’s ability to overcome ineffective mindsets will serve to reestablish fragmented interactions and provide opportunities to demonstrate respect for the work of educators. Many teachers lack motivation because of the uncertain connection between their efforts and student achievement. Teachers halfheartedly apply the strategies and techniques of teaching because the research and the practices forced upon them appear insignificant when compared to student performance measures (Robbins, 2003). When leaders humble themselves by developing open discourse with their teachers, they may discover the solution to student achievement lies within the teacher’s realm of influence, not their realm of power and domination over their interpretation of student achievement.
Conclusion
Just as a carpenter cannot solve every problem with a hammer, or a doctor cure cancer with a new drug, a principal cannot fix education with a ‘learn or else’ mindset. There are no shortcuts to organizational success. Just as a dentist fixing one cavity will not prevent another tooth from decaying, achievement gains in learning through education reform measures will not produce long-term change. NCLB and the latest ‘pay for performance’ measures will not empower teachers to encourage student gains in learning. Teachers did not choose education for the reward of financial riches. For the most part, it was and is the intangible reward gained through imparting knowledge and the habits of mind of compassionate citizenship. There exist no single idea for turning the mediocre teacher into an effective one, or turning around poorly managed school (Robbins, 2003). The essential considerations for instructional leaders central to producing accomplished educators capable of delivering a quality education is continuous learning in an environment that embraces change and demonstrates respect (Liker, 2004).
References
Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making Schools Work. Washington, DC: The International Bank for Reconstruction and Development/The New World Bank.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at work. Bloomington, IN: Solution Tree Press.
Eggen, P. D., & Kauchak, D. (2006). Educational Psychology. In Educational Psychology (7th ed., Ch. 1). Dallas, TX: Perarson Publications.
Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press, Inc. A Sage Publication.
Liker, J. K. (2004). The Toyota way. Two Penn Plaza, NY: The McGraw-Hill Companies.
Reason, C. (2010). Leading a learning organization: The science of working with others. Bloomington, IN: Solution Tree Press.
Robbins, S. P. (2003). The truth about managing people . . . And nothing but the truth. Upper Saddle River, NJ: Pearson Hall.
Seifert, K., & Sutton, R. (2009). Educational Psychology [iBook]. doi: 9781257383993
Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). A fifth discipline resource: The dance of change (1st ed.). New York, NY: Doubleday.
