 |
| An "Inspiration" Model of School Environment, Communication and Organizational Change |
Now that school change is taking on greater energy and direction, it may be that old structures create tangles of authority, communication and forward movement rather than streamlined systems of support focused on student learning.
How can we thoughtfully move from schools of old to new schools to best effect student learning?
I have been thinking a lot about this, and have written a few posts about this change including Restructuring Schools, New School Model, Role Focus, Streamline Systems, and STEAM labs.
Lately, my thoughts in this regard have been focused on communication systems. I'm realizing that the school environment, protocols and organizational structure affect communication and action greatly. So how do we create new structures of organization, environment and communication to best effect learning?
To start my thinking, I drew the model above using Inspiration. I think this model continues our movement from schools of old to schools of new.
This model represents a changing communication, environmental and organizational structure to best effect learning with the following attributes.
1. The Learning Commons sits at the center of the school. Learning leadership is located there. Also, the shared materials, common learning areas and administrative support are also positioned there. Advantages to this model include the following:
- Leadership is close to all educators and students--leaders are not housed in separate buildings or areas far away from the school's activity.
- Shared resources are close to all, and easily catalogued for organization.
- Common learning spaces such as tech labs, audio visual rooms, small teaching spaces and therapy rooms are also located in this area.
- Fewer teachers would be shared with multiple schools. I believe that sharing educators often results in less investment and direct student service.
2. The Intermediate and Primary Centers are close to the grade level areas associated with those age ranges. The Intermediate and Primary Centers house materials that are used primarily by students in those age ranges. That space could also be used for PLC meetings and grade level meetings.
3. The Grade Level Area staff work together to create spaces, advisory groups and organization to best meet the learning needs of those students.
4. The Arts Area, Physical Education/Health and Cafeteria areas would be areas that serve the whole school by providing play spaces, presentation rooms, gyms and cafeterias that promote community and strength with regard to the arts and physical education/health. I can imagine lunch rooms moved to the back of buildings next to playgrounds so that children could choose inside/outside (with shade/drizzle protection) lunch seating and easily move to play and recreation once they are done. This might eleviate some of the outdated "factory model" shifts that occur in the lunch room.
5. All areas of the school would intersect under the leadership of not just one principal, but a leadership team including those that fulfill the traditional responsibilities of principals and curriculum leaders. The leadership team would work in conjunction with all in the school to develop autonomy, purpose and mastery over roles and responsibilities.
6. Communication streams would become more natural due to the physical structure change and the fact that leadership was housed in the school building.
7. Attention to signage and both architectural and natural beauty would be prioritized in order to create inspired, vibrant, focused learning communities.
To change schools to best effect student learning we have to look at revising the environment, communication and organizational structures so that all three structures intersect to encourage and develop the student-centered vision and goals we seek.
 |
| Related Post: Classroom Design |
Another related link:
