I am reminded of a quadrant chart that Christensen uses in Disrupting Education. One continuum runs from zero to full agreement with regard to vision–or where the organization is going. The other continuum runs from zero to full agreement with regard to methods for getting there. He specifies the kinds of management strategies needed in each quadrant. Where there is high agreement with regard to vision but none regarding what is to be accomplished, he suggests implementation of measures, to clarify what is working and what is not, in terms of that commonly agreed upon diregtion. Conversely, where there is strong commitment to methodology (the way we have always done it), but incoherent direction, a more visionary style of leadership is required. Where both are clear, the leadership focuses on institutionalization. The problem with much of education today is that it is stuck in the lower left quadrant–no agreement on either methods or vision: chaos. This is a quadrant that requires of leadership bold action–setting standards, weeding out employees, in essence a total reformation. In someone else’s terms (and I forget who presents this analogy), setting the direction for the bus, but also ensuring that the right people are on the bus–that everyone intends to go the same place.

I am quite certain that everyone has experienced the effect that even one cynic can have on the ability of a group to plan and act–the person who sits back and says “that will never work,” but has no contribution with regard to what will. Many of our schools (particularly those where low-income and minority children attend) have more than a few such scoffers–believing that their students really cannot learn as much as a set of minimum standards might prescribe, or that parents can be engaged as partners, or that there is anything of value to be found in the surrounding neighborhood. Throw into that mix the variety of allegiences to doing things “my way,” and it is not surprising that children do not succeed, that many teachers who truly care are frustrated and parents feel a sense of total oppression and hopelessness. And that’s just the adults. Imagine the impact on the children.

So, clearly, for some schools, implementing measures is sufficient–because they are together on “the vision thing.” Some schools will require more drastic action.

So are the bad schools good now?

Uh, no. Yes, I know–we need to do it more. The dream of fixing things by central control is a totalitarian dream, with success forever receding as the controls get more onerous.

Joanne, clearly you and VanderArk are mistaken.

{sarcasm now /off}

Personally, I’m with VanderArk.