Wagner refers to the issue that schools don't spend enough time with problem analysis in his recent video talk. The terrific book, Intentional Interruption, also points to the need for greater problem analysis in our educational organizations (and probably in every aspect of life). So, how do we do this?
First, it is important that we're aware of the issue, and consult our individual and collective work with the question, "Do we really understand what the problem is?" Identifying the problem is the first step--what is getting in our way and what do we want to fix, refine, develop, or create? After that we have to set process--how will we analyze the problem with our best skills, understanding, and approach? Then it's a matter of moving through the steps of analysis with a clear understanding of our objectives, goals, and vision.
For example, my school system is looking at a potential reconfiguration of the elementary schools. The process thus far has been systematic. The issues were studied and outlined; a team representing the many aspects of school life was assembled; a process was developed; their work has been publicized; and they continue on the road of analysis and solution finding. Many conscientious educators, family members, leaders, and community members are investing multiple days and hours to create a solution that will serve children well. Recently a townsperson led an exceptional effort to design and build a new high school, not only was a new high school built, but essentially a community center was created with wonderful sports, recreation, and gathering facilities and natural areas. Good problem analysis and solution work has the potential to impact communities with strength for decades.
On the other hand, quick fixes often serve to make a problem more troubling. So with this in mind, I'll first think of my microsphere. What problems do I face? Do I make the time to strategically and thoughtfully solve those problems or do I rush to a quick fix? And for our teams, what issues stand in our way when it comes to good work? How can we thoughtfully analyze these issues so that we do a better job? And for our schools, how can we make the time in our busy, complex school web of activity to work carefully to analyze problems and find solutions? Problem analysis is a potent issue for schools today, one that will help us to develop with strength and purpose so that we are all able to teach children well.
