The secret recipe for all successful ventures is three parts innovation, two parts resourcefulness, and at least one part sheer trust and will. What’s true for the successes of innovative companies like Apple and Pixar is true for public schools. The rise of these corporate giants from intriguing concept to tepid interest to universal rejection to dogged determination to faithful execution and unimaginable comeback are blueprints for those hoping to push our school systems to incredible heights.
In one form or another, such ventures operate in ways that those inside and those outside the system find purposeful and meaningful. In a highly compelling manner, the system itself is both self-actualized and self-actualizing at the same time. What results is an experience that is both profitable and memorable for everyone involved, including those who encounter the system for the very first time.
In short, such endeavors are corporately successful and personally impactful.
Schools should have that type of effect on people.
In fact, all this talk of whole child, self-actualization for our students begs the question about whether any school system that is not self-actualized in its own right (or at least not well on its way) can produce such grand outcomes for our children. In the case of individual schools, it is hard to fathom a school campus and faculty that is not self-actualized producing graduates who are.
A New Hierarchy of Social Systems
School systems are social systems or what some call “human systems.” The entire structure is built around people, with planned social interactions and (get this) with a common sense of purpose. School systems, neighborhood associations, and even political parties are social systems that (if fully functioning) are designed to produce a great deal of energy and, hopefully, synergy around a common cause that brings together people and processes in connected and meaningful ways.
As strange as it seems, it is possible to hold these systems accountable for maturing and growing in the same way we hold our young people accountable. In the science of systems, the range of growth or evolution is described as moving from “simple to complex” or from “immature to mature.” More to the point, we can probably agree that a system’s growth can move from “highly simple” (barely functional) to “highly complex” (smart and sophisticated). If so, we must focus on the continued growth of two critical components of all human systems: competence and connectivity.
To frame what this means, let’s imagine what a school or school district would look like if it was functioning adequately per its day-to-day operations, but was not truly inspiring its employees and students and not producing dramatic results. To the casual observer, everything appears to be in order. The system has some structure to it. There are plans and processes in place. Some successes are evident. System leaders can point to a top-notch school here or an award-winning program there, all the while other schools are not meeting their full potential. Students are only somewhat engaged. Parents are only somewhat interested.
Upon close inspection, we may find that a system like this one is not all it can be because the system itself is only functionally skilled and credentialed, only somewhat consistent and reliable, and highly departmentalized (hidden behind walls and cubicles). Yes, the system is self-sufficient and operational, possibly without conflict. Yes, it employs people who generally get along with each other. It provides an adequate service to those who interact with it (e.g., parents). This type of system might be described as civil, transactional, and efficient.
A system like this one is not broken. In fact, it is typical. Still, it has much room to grow and may not even realize its potential. It stands in stark contrast to a system that is highly functional, highly sophisticated, and highly mature. The system does not yet realize the success it could have if it just sprinkled in bit more innovation, resourcefulness, trust, and will. Let’s ponder for a moment what such a system might look like.
Highly Competent Systems
Presenting the attributes and values of systems in human terms like “competent” or “wise” is intended to describe the great possibilities within systems that dare to know more and be more. These terms also serve to deepen our understanding of systems as alive, with the ability to learn, falter, and grow from their experiences. This helps each of us to view systems thinking in more relatable ways.
Describing a system as being wise or resourceful is not much different than describing those qualities within each of us. As individuals, what would our day-to-day work and interactions look like if we wanted others to regard us as wise or resourceful or flexible or entrepreneurial?
Whatever responses come to mind, we have to question whether the same qualities can be required of a school or school system itself. In the case of a highly competent school or district, such a system would provide school and field experiences with such high degrees of purpose and ingenuity that each and every student would leave us with a deep understanding and appreciation of many, many cultures, academic offerings, and real-world concerns.
Actually, the school or school system itself would be in such a constant state of learning that it would function in a manner not unlike what was asked of our leaders:
- facilitating instructional change;
- fostering meaningful relationships;
- navigating community connections;
- and seeing around the bend.
The system would be profoundly self-aware as to anticipate the changing dynamics of learners months and years in advance. These are things that a minimally functioning system would not recognize or even think possible.
In presenting a mental model for us, let’s conjure up an image of a fledging teacher in contrast with the skills and talents of the strongest, most experienced teachers in the field. To the bewilderment of the new teacher, the master teacher has reached such a level of competence and dexterity that the new teacher is left wide-eyed and confused. He or she is so new and inexperienced that they cannot imagine anything greater.
The same can be said for school systems themselves. No one wants to admit that we work in a school or district that is not yet wise or enlightened but, like the new teacher, we don’t have to apologize for the growth we have before us. We just have to want it.
Highly Connected Systems
In returning to our example of a school or district that is functioning at a minimal level, there is more missing than system expertise or savvy. A strong thread of connectivity among people and processes is also hard to find. A system that is functioning at less-than-optimal levels tends to either breed isolation or not recognize it. These systems are largely top-down in their structures and highly departmentalized (even siloed). In fact, these systems are sometimes so fractured in their mission and purpose that the people who work there are pursuing dissimilar or even counter aims.
Trouble signs emerge when employees or departments don’t share the same vision or don’t understand each other’s role in executing the vision. There is little coherence in thought or actions among leaders and employees. As a result, the focus is less on system outcomes and more on individual or departmental successes.
In the same manner that successful teachers thrive from their connections with other teachers, systems can as well. As human systems, schools and school districts have unique opportunities to build deep personal and professional connections among departments, employees, families, and children. In fact, a system cannot adequately describe itself as highly mature without these purposeful connections in place. This goes much further than a simple alignment of goals and outcomes. This has much more to do with planned interactions that inspire and engage teachers and students, and not simply for the sake of inspiration but for the sake of achievement.
Within highly connected systems, schools prioritize collaboration among teachers, leaders, and students. Such systems value teacher and student agency, voice, and choice as key ingredients to deeper learning. We see greater student and district involvement in civic initiatives like local elections, veteran’s organizations, parks and recreation, and cultural celebrations.
In pursuit of greater connectivity, such systems would seek out diverse opinions and increase opportunities for honest dialogue and out-of-the-box suggestions. Outcome metrics such as employee satisfaction, teacher retention, school climate, and community confidence would be valued as much as reading scores and graduation rates. Information-sharing and decision-making would be highly transparent. Each of these changes would lessen the power structures found within most hierarchical models in favor of distributed leadership, collective struggle, and combined impact.
What Might Be: More Than Making Movies
In returning to Pixar studios as an example, there is something else worth noting in understanding the conditions for its success. In the company’s earliest days, despite financial struggles and industry critics, something important was happening deep within the workings of the studio that was not yet noticeable to those on the outside. The small team of animators who imagined new methods for creating successful feature films also crafted a work culture and corporate structures required to meet their ambitious outcomes. This began with hiring highly competent employees to work in cross-disciplinary teams and within cross-functional departments.
More intriguing than that, company leaders did not favor these structures simply for the purpose of designing a creative workplace. In fact, many companies already tried that and failed. At Pixar, they imagined a work culture built around high degrees of competency and strong connectivity that was in direct alignment with their vision for creating high-impact products (feature films in this example). More to the point, the system was designed to ensure that those outside the company (audiences and fans) would experience deep personal connections to the company itself (to Pixar) through the human emotions expressed in its films.
In other words, this was not simply a company out to make movies.
If school systems are to reach such heights, vibrant new organizations must be built that emphasize greater connectivity and deeper purpose. Let’s call that a “school district with an identity,” one with purpose and beliefs unto itself that are expressed through its actions. Still designed for success. Still designed to win. Such systems are not created to care for and value others for altruistic reasons only. These are systems of high character designed to impact corporate success, industry achievement, and even the bottom line.
As you might expect, it can be difficult for leaders within school districts to imagine solutions outside the current accountability measures, employee appraisal frameworks, and school bell schedules. This is understandable. We are so deeply conditioned and bound by such things that our minds cannot easily unravel them. Still, if we dare to do so, we might arrive at a place where our investment in people and purpose brings about an unimaginable growth in achievement.
