Chapter 21-Trends & Issues in P-12 Educational Change

Question: Interview several key leaders in your school system to diagnose which definition of systemic change they hold. Their definition(s) are a reflection of their mental models for change. Make a judgement about whether their mental models will help or hinder whole-district change in your system.

Before I could hold a discussion with district leaders about systemic change, I found it necessary to define it to leaders. Using the T&I in ID&T text, I explained it as, "redesigning or transforming the whole system." Since I work for SDUSD, the second largest school district in CA and one of the largest in the country, I have to admit that I got a few laughs. But then, however, I had to keep leaders on track and I proceeded to explain the four meanings as briefly as possible:

1. Statewide policy systemic change: changes in statewide tests, curricular guidelines (standards), teacher certification requirements, and funding policies.
2. Districtwide systemic change: changes in school district programs
3. Schoolwide systemic change: change or program instituted in the school
4. Ecological systemic change: understanding the interrelationships/dependencies within the schools, district, and state, and that change in one often leads to changes in all.

Both my vice principal and principal held a strong belief in the "Schoolwide systemic change" definition. At our site, we have made significant changes in our school programs in terms of becoming an International Baccalaureate (IB) magnet school, restructuring the master schedule, funding a position for a Network System and Media Specialist Tech., and funding a music/band teacher. These changes, however, are unlikely to have an affect on the district and/or state.

I also interviewed an administrator from our district special education department. She stated that her definition of systemic change is districtwide - her department interprets what the state mandates and makes sure that state law is adhered to throughout schools in the district. The authority of the district special ed. department, however, is reliant on the state, not the other way around. She did not see any changes that could affect statewide systemic change.

Their mental models will help whole-district change in our particular system. My friend in our district special ed. administration has been able to implement policies that advocate for special ed. student rights and needs in schools throughout the district. The state regulations gave her the ability to implement changes and the authority to follow through.

Our school, Pacific Beach Middle School, is one of three middle schools that has become an IB school, though we are the one and only to become an IB magnet. If all three schools are able to effect positive change, especially in terms of raising state-mandated test scores and enrollment, then it is possible to attract the attention of district decision-makers, which could eventually lead to district-wide systemic change. We become an IB magnet next year and time will tell if our test scores continue to raise.