Focussing on the "Critical Few"
In many schools and districts, it seems that a common probletunity is the "too much on my plate" syndrome. I believe this is a result of the organization not prioritizing nor identifying what is really important. Common symptoms include: conflicting initiatives, miscommunicated goals and misalignment of systems.
To determine what is important in a classroom, school or District- one can look to what gets measured. As the saying goes... "what gets measured, gets done OR "what you expect, you inspect." It is imperative that educators align measures to goals in order to focus unified efforts on the critical few initiatives that will really make a difference. Many organizations are using the SMART goal format to accomplish this (Specific, Measurable, Attainable, Realistic, Time bound)
As we move forward with continuous improvement in the Cedar Rapids Community School District, we are trying to focus on the critical few as opposed to the trivial many. Teachers and administrators are thirsty for direction. They want clear communication about what really is important. It is the responsibility of senior leaders to set and clearly communicate direction. It is also the responsibility of leaders to determine what is adding value and contributing to the vision, mission and goals of the organization and what is not.
Some concepts that can help get to the critical few:
- Weed the Garden- Are there activities that are going on that could be discontinued?
- A "Stop Doing" List- What are those things that we are doing, that are not value added?
- Program/Initiative Evaluation- Are we evaluating the current programs to determine their effectiveness on student achievement?
In summary, schools need to identify the critical few initiatives and goals that will focus resources on the bottom line- student achievement. Without a clear focus, schools can wander aimlessly looking for the oasis. Has your school or district identified the critical few?
Jay
Comments
Jay,
I totally agree with weeding the garden. Education is filled with iniatives that are out dated and need to go away. I think this fact is critical at the building level. Too many iniatives in a school can cuase a lag in instruction and curriculum development.
Posted by: Ed Veasey | November 16, 2005 10:06 PM
Ed,
Thanks for your comment. As a building principal, your teachers (and stakeholders) will appreciate clear, well-communicated direction in your school. The $100,000 question is- how do we go about the process of weeding the garden without upsetting the apple cart?
Jay
Posted by: Jay | November 18, 2005 10:27 AM
Jay,
There is no clear answer to the $100,000 question. In my practice and experiences, you must form positive relationships with teachers before trying to weed the garden. Also, the program/curriculum must have research based effidence of being successful. Building positive relationships is the most important factor.
Ed
Posted by: Ed Veasey | November 18, 2005 12:34 PM
Ed,
I think you are right that you have to build those personal relationships before you begin to weed the garden. However, we all know that there are staff members, very good staff members, who are attached to many of these initiatives that do not add to the value of your school. What do you do then? I was able to sit down with Marzano a year ago over lunch and posed this same question to him. His response? Sooner or later the applecart needs to be upset, you might as well get on with it. While I agree in part, it is painful to watch the change process happen when there are forces pushing just as hard against the initiatives as you are against the status quo.
Fullan has written that "real change" takes a good five years to get implemented. However, in this day of AYP we don't have five years. Fortunate or unfortunate it doesn't matter. What it requires are even more dynamic leaders willing to take those risks and at the same time, bring his/her staff with them.
Posted by: Kristin Humphries | November 27, 2005 08:33 PM