Category Archives: School Improvement Process

Choice in School Reform

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School reforms are failing to improve schools universally because standardization of children is not the solution to the systems problems. The “reformers” in control of the message are promoting more and “better” standards while overlooking the fact that the individuality, diversity, and unique character of Americans defies standardization.

But now — are we so tired of hearing the same ole’ education rhetoric that we no longer hear the voices rising up across this country asking to be heard? The voices are those of parents asking for something better, teachers wanting to teach what children need to know, and children asking us to care about what they need. They are all voices crucial to any real reform conversation.

It’s time to take control of that conversation…word-by-word.

“Choice” is one word that clearly strikes at our core values as Americans. But our right to choose is one thing; our care in choosing is quite another.

Choice matters. Consider this; informed choices based on various perspectives are more likely to get to what is right.

Choice matters. Consider this; informed choices based on various perspectives are more likely to get to what is right.

We must consider the fact that reform requires a problem be identified and the faulty practice creating the problem be replaced with a better one. For responsible decision-making to occur, It requires our careful analysis. It requires we put aside emotional responses, look at the facts; consider all our choices and the potential consequences of each.

To choose wisely, we must understand that true reform will support, guide, produce, and ensure practices that improve every child’s education.

Excellence as the Norm

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Improvement — now there is a thought-provoking word! We instinctively know what it means but I’m once again off to grab the dictionary. Literally, it means an increase in excellence of quality or condition.

I like to think of education reform in terms of school improvement because if we aren’t focused on the quality of education and the conditions under which we expect children to learn, what’s the point?

Use standards as an example. If a standard isn’t excellent, it can’t guide improvement. And if the conditions in which we expect a standard to be met aren’t excellent, what are the chances real lasting improvement will occur?

The literal meaning said an increase in excellence of quality “or” conditions but I would hope people can understand that for school improvement we need both high quality teaching “and” excellent conditions under which learning takes place.

We can monitor outcomes until the cows come home but we won’t get real education reform until we supply the necessary inputs that create quality learning conditions. It’s up to us to provide the conditions conducive to creating a societal culture that values education and will unquestionably support classroom climates where excellence is the norm, for all.

The Human Capacity to Change

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We often hear talk about “scaling up” good practices but we rarely hear any talk about our capacity to do so. Capacity is a word that needs to enter the reform conversation more frequently.

Capacity literally means the ability, qualifications, or aptitude to do a task. But when it comes to improvements in education, I think it means much more. Take for example what I pointed out as good practices for parent-teacher conferences in Actions Set the Standard.

If a school leader wanted all teachers in the school to make the most of their encounters with parents, the leader’s ability to identify an improved practice and organize education on the subject would be only one step in the improvement process. A school leader must also have the desire, continued motivation, and patience to work with teachers while new practices are adopted and developed.

We are talking about changing the way people do things — that takes time and patience! It requires leaders with the capacity to understand and foster change in people. We’re talking about the human capacity to change.

Human capacity is based on trust, respect, and a willingness to accept feedback and work towards improvement. School children require we all make the effort to change in order to improve.