1. SYSTEM THINKING: INTERCONNECTIONS OF PARTS THAT MAKE A WHOLE 1

2. THOUGHT QUESTION 1. What is the difference between these two words? 2. How would ‘systematic thinking’ be different from ‘systemic thinking’? 3. To what extent do school leaders and teachers think in a “system view”? 2

3.  Fix the Parts – focus on the things  Fix the People – focus on the faculty  Fix the School – focus on the whole school such as a school improvement team  Fix the System – focus on all parts of the system *Sashkin & Egermeier (1992) School Change Models and Processes: A Review of Research and Practice. 3

4. 1. All parts of an organization or system must be given attention when attempting system work. 2. Any organization or system is make up of subsystems or components: these must be identified. 3. Most systems are organized in levels: these should be recognized as well as the individuals in them. 4. For work in any system, there are competencies that are required : these should be indentified and developed in the relevant individuals. 5. In systemic reform, as in any reform, there are actions and conditions that facilitate and others that impede: the wise leader will plan for the systems work with these in mind and watch for new “arrivals”. 6. Systems work is not without its short comings: be aware and plan accordingly. 7. Doing systems work is like being a juggler. Keep all plates in the air at the same time and keep an eye on each of them. 4

5.  The qualities or descriptors of the amalgamated educational system operating at numerous interconnected levels ( organizational, administrative, instructional)  The relationships and interdependencies of the systems in operation at the levels  The purposes and parameters of educational systems  The relationships and activities that are undertaken between the systems and their environment  The dynamics of the actions and relationships and designs of connectivity among the parts of the systems  The characteristics of the whole system and the qualities that characterize various levels of the system as a result of systemic interaction and synthesis  The behaviors and system changes and their environments that occur over time ( p. 12)* *Banathy, B. H. ( 1995). A systems view and systems design in education. In P. M. Jenlink ( Ed.), Systemic change: Touchstones for the future school. Arlington Heights, IL: Skylight Professional Development. 5

6.  Leaders must: ◦ Understand the system ◦ Understand the subsystems ◦ Direct attention to the interconectedness of the subsystems ◦ Acknowledge and attend to all people in the system  Systemic change requires: ◦ planning, ◦ taking action and ◦ monitoring  Development and Articulation of a Vision is a primary action of leadership  Open Communications and Trust are VITAL! 6

7.  What System Components are mentioned most often by the five reviewed works?  Make a list of the what you see as the four most critical components that must be addressed. 7

8. Because all parts or components of the system are inextricably linked, support or pressure on one part exerts influence on others. This model gives attention to working across all the components that are listed here:  Standards: What students are expected to learn and be able to do  Curriculum and Instruction: What is taught and how it is taught  Assessment: Testing to discover what students have learned  Policy and governance: Rules and procedures to be followed  Professional staffing: Recruiting and retaining high-quality personnel, professional development, and appraisal  Resources: Staffing, time, budget, facilities, equipment, and materials  Family and community: Support systems outside the district, including social service agencies 8

9. In addition to components of the system and levels of the system that require attention, competencies for successful systemic work are needed and were identified also by Stiegelbauer and colleagues (2004):  Collecting, interpreting, and using data: This competency aids educators and others to understand where a district and its schools are; it also provides information needed to direct where the district and its schools need to go.  Creating coherence: Creating coherence is making certain that the different parts of the system reflect the beliefs and values held by the organization and mat they function together to accomplish the goals of the system, including the alignment of the different components of the system.  Forging alliances: These alliances develop the communication and collaboration skills necessary for educators, family and community members, and policy makers to come together to define and accomplish the transformation work.  Building capacity: In addition to hiring personnel and providing continuous professional development, building capacity involves increasing the resources available to support the educational program and strengthening the structures to support student learning.  Promoting innovation: This competency involves investigating and trying new approaches in response to changes in the educational system or the contexts in which it operates. It does not mean randomly pursuing any new idea that is proposed, but creating an organizational culture that allows for calculated risk taking to improve student achievement. It also includes a willingness to abandon strategies that are not successful. 9

10. THE CUBE 10 These three dimensions of the model are the focus of attention for work planned and carried out through district and school leadership teams. These teams have overlapping members.