There are many new systems in my midst that have been streamlined and simplified for better effect. For example and in regards to RTI in ELA, the structure is taking on a pattern of identifying student goals with multiple measures, analyzing the assessments as a team, implementing strategies to engage and teach children, then revisiting our efforts six weeks later. The staff who support the classroom efforts in this endeavor guide by creating wonderful charts to support our analysis and contribute to team discussions with expertise and information. We also have support with regard to student groups which strengthens our team approach and student response. Considerable effort is also devoted to creating an optimal, consistent schedule for this work.
Another system that has been streamlined for best effect is our report card system. It used to be a multi-step process for classroom teachers to handwrite, collect all sections, find the envelopes, xerox and prepare for distributions. Now the reports are written online, collated and printed by our efficient and thoughtful office staff and delivered with a timeline and envelopes. The time to complete this task was also extended this year.
PLCs serve us well too. One hour a week has been made sacred for teams to meet to share ideas, create content, analyze student data, trouble shoot and innovate. The PLCs have been given some structure with regard to protocols and expectations that help us reach our goals.
These are three new systems that are supporting our work well in the school that I work in. The systems are not perfect, and there's certainly room for greater growth, but they represent systematic change that responds to new research and information about teaching children well.
As we consider systems for change, I'm thinking about these constructs that make systematic changes simple, streamlined and supportive:
- Prioritizing: No individual or organization can do all things, so working together to create, list and attend to priorities is an essential process for any successful organization.
- Patterns and Routines: Giving systems expected patterns and routines, then carving out consistent and ample time for the patterns and routines makes essential work possible and profitable.
- Communication: Regular, comprensive, simple communication about what's happened, what is expected and ideas for future growth and innovation keeps the all members of the learning community in the loop with regard to expectation, effort and contribution.
- Students First: Auditing roles and responsibilities so that the lion's share of the work contributes to direct service to children, and direct service to children involves thoughtful student-teacher work with regard to goal setting, needs assessments, closing the gap between knowing and unknowing with optimal strategies, sharing and celebrating success.
- Realistic and Reasonable: Jobs that are too big and expectations which are unrealistic lead to frustration and a lack of trust by all--as we prioritize our efforts it is essential that our goals are realistic and reasonable.
- Voice and Idea Streams: Making the time to listen to the needs of staff and consider ideas from all levels of the organization.
As we grow schools with new technology and systems to better support learners, it is essential that the systems change with care and direction keeping the best of the old and embracing the most promising of the new.
