Guest Blogger: Tim Westerberg
Early in this century Jim Collins coined the phrase, “From Good to Great,” to challenge business leaders and those of us in the public sector, including schools, to think about how good is good enough and why some organizations rise to a level of productivity and corresponding public recognition above that of other organizations with seemingly similar or even worse input and other contextual factors of production. Today public pressure brought on by a host of factors, including economic competition from abroad, intensive media attention, and state and federal legislation, pushes performance expectations for schools higher than at any other time in our country’s history. Maintaining an orderly environment, getting most students out of high school and some (or even most) into college, and of course, winning a few ball games, is no longer good enough. Instead, all students are expected to graduate from high school college-and-career ready and equipped with world-class 21st century knowledge and skills. Failing schools are required by law to improve significantly, and fast, or face closure. But even schools that, in the past, could afford to be somewhat complacent with the status quo because of reputations in their communities as “good schools” are feeling pressure to get better. In short, all schools are now being asked to rise to a level of productivity previously obtained by only a few. All schools are being asked to go from, well somewhere, to great.
Principals, teachers and others in a school’s circle of influence need research-based guidance regarding the policies, practices, strategies, and beliefs most likely to produce results. Fortunately such guidance is now available. The last four decades of research in education have produced a treasure trove of information about how students learn, about effective schools and effective teaching, about what teachers need to do their work well, and about good leadership in schools and in school districts. We know a lot about what works, or stated more accurately, what is most likely to work.
Those interested in using research-based strategies to take their schools from struggling, or average, or even good, to great can increase their likelihood of success by following the research-based recommendations included in a model I developed called, 6 + 1: Strategies and an Attitude for Becoming a Great High School. The model was developed with a very specific theory of action in mind; that significant school improvement depends first, last, and foremost on improving the quality of instruction in classrooms. Together the 6 + 1 elements constitute a framework for success.
Two truisms come to mind when I think of the future of the American high school, the first from education researcher and author Michael Fullan and the second, although well known, of less certain origins.
The organization we currently have is perfectly designed to deliver the results we currently get.
Insanity is continuing to do the same thing over and over and expecting different results.
Taken together, these two “blinding flashes of the obvious” open our minds and set the stage for taking our high schools from good, or from somewhere, to great.
The session “From Good to Great: Creating the High Schools of our Choice” will be held on Friday, February 27 from 11:30 a.m.–1:00 p.m.
