What efforts are in place for the continued evolution of your school environment?
Who and what leads this work?
How do you set priorities?
What kinds of honest, forward moving reflective practice informs this work?
Where and when do you research, and how is that research shared, analyzed, and applied?
Recent reading about living systems, moves me towards making this a natural function in a school--a visible, regular activity that's based on principles of respect, humanity, serving students well, and positive development.
I like the ideas expressed by Margaret Wheatley with regard to choosing "living systems" over mechanistic systems--I like the sense of inclusion, respect, and dignity these systems support.
As I've learned recently, our efforts at school redesign need to look closely at how we use time, define roles, and think/act systematically.
And using words from the book, Getting to Yes, "Go hard on issues, not on people." resound.
Too many schools use ineffective, exclusive process for school redesign and development. This wastes time, money, and potential.
I do believe that the school I work in is on the right path with regard to development. Of course we all have room for growth including me, but I'm glad we're headed in this direction.
How does your school employ living systems work and process to redesign and develop the potential the community holds for serving children well? What ideas and activity have worked well? Where is this work hindered, and how can that be changed?
Evolutionary work has the potential to be positive, proactive work if done well with respect and care. This kind of work is engaging, empowering, and promising for all--it creates an energized, forward moving teaching/learning environment.
