Education and Appreciative Inquiry
Copyright 2002 Gale Group, Inc.
ASAP
Copyright 2002 Association of California School
Administrators
Leadership
January 1, 2002
SECTION: No. 3, Vol. 31; Pg. 30; ISSN: 1531-3174
IAC-ACC-NO: 82092514
LENGTH: 2918 words
HEADLINE: Listen & learn: Clovis unified knows how to give its customers exactly
what they want, thanks to a study based on the Baldrige idea of collecting and
reflecting on feedback data to shape organizational change; educational
community research, United States
BYLINE: Bushman, James; Buster, Walter
BODY:
"I moved here seven months ago to live with my brother.... I was hanging out
with the wrong crowd and wouldn't go to school. I was smoking pot and getting
involved in bad things. I was a bad girl. I had nothing going for me. I have
been going to [this new school] for three months and I've gone to school every
day.... What keeps me here is the difference in my life and the people They go
the extra mile."
-- Monique
Across the nation, educators strive to provide the best educational
opportunities for the students they serve. In the process, administrators and
employee groups promulgate their ideas about what schools should be, as do
school boards, who define the perimeters of the districts they govern. But do
school districts really provide the educational environment their school
community desires? Just what d parents, students and community members want from
their public schools?
A midsize (30,000) district in the San Joaquin Valley looking to answer this
question tried something new at its 2001 administrative charge. Instead of
having district administrators ruminate about the usual collection of research
trends or the many laurels from its past successes, they instead asked school
and district administrators to engage in a large research project designed to
interview members of the school community.
The design was simple to implement and was based on the Baldrige idea of
collecting and reflecting on feedback data to shape future organizational
change. If a school community is a school district's customer, then what does
the customer want? All administrators were broken into teams and different
community interest groups were identified (parents, students, teachers, city
government leaders, African American and Hispanic cultural groups, religious
groups, business, news media).
Each administrative team leader was asked to find interview subjects typical
of their assigned group to participate on the day of the charge. On that day,
administrators were given a list of questions designed according to the
Appreciative Inquiry technique and sent to a school site to meet the prearranged
interviewees for a 30-minute interview.
Positive reflections about their schools
The Appreciative Inquiry technique asks research subjects to reflect about
their positive experiences (Srivastva, Suresh & Cooperrider, 1999). For the
school district this was done by asking questions such as, "What brought you to
this district? What images do you have of the district? What positive contacts
have you made with the schools?"
The stories the community members shared allowed the district to tease out
from the more than 200 interviews (without being bombarded by criticisms that
could make the interview process a negative experience) just what the community
members value in their public schools. What the district found was illuminating.
Students want connections
Student responses were poignant and personal and full of positive anecdotes
about connections made with school employees. The story above from Monique, for
example, spoke to her appreciation for having an educator who cared about her.
She was not alone. So many others, like Jimmy, Heather, Kelsey and Ryan, echoed
similar feelings.
Jimmy: "Last football season I was the shortest player and I'm Asian, but I
made a difference on the team and ended up winning the award for pursuing
victory with honor. It felt good because I was small but I was still appreciated
for what I did. The coaches on the team don't expect me to quit no matter what,
so I can't quit."
Heather: "Ms. B. and Ms. S. have given me a lot of credit for what I do,
because I don't do drugs or party. I used to, but I quit and they understand
that's a really hard thing to do and a big accomplishment. Their support has
made a huge difference for me because they helped me see that l could do it
differently -- other than what my friends expected of me."
Kelsey: "The teachers are what give me hope. They are there because they
want to be there ... teachers are always there for me. They are nonjudgmental
and go out of their way to encourage me!"
Ryan: "Mr. H. is nice but he is tough.... My friend was getting into trouble
... not motivated ... he got in with Mr. H., who gave him positive encouragement
and he started succeeding in all his classes."
The primary theme that came out of these stories and the many others like
them was that students wanted schools to be places where they have meaningful
relationships with adults. Students repeatedly spoke of adults who listened to
them, cared about them as individuals, guided them with encouragement, modeled
high expectations for them and protected them.
"The staff protect students. They don't let you say things like 'white boy'
or the 'n' word because they care."
Students did not speak much about their school's educational program or the
level of academic rigor they experienced, but they did like the extracurricular
programs and the plethora of school-related services.
Rachele: "There are lots of different things to be involved in so that you
can always find something where you can be valued."
Bonnie: "[The district] goes far beyond what is expected with giving
opportunities to all kids. I was always challenged with as much as I could
handle."
Stacy: "We have access to teachers, great facilities, activities and many
computers. We have a career center where we can go get information about jobs,
scholarships and colleges."
Student responses validated the district's core value that "people not
programs make a difference," and offer support to the small-school movement and
the belief in the student-educator connection. The key observation from the
stories is how impressionable students are, and how much they scrutinize
everything an educator does and says.
Leaving a legacy
Teachers may think that their legacy is the subject content they will teach
their students. Yet what students said in this study is that what mattered were
the hidden curriculum issues, the off-the-cuff comments, words of advice and the
acts of kindness and compassion exhibited by their teachers. It was also implied
that students were more likely to learn from teachers who made these connections
with them.
Teachers don't often stop to realize the extent of their influence on
students (one teacher, cited extensively by a student as a major influence on
his life, did not recall having had the student in class), so must always use
measured words and actions when teaching and building relationships with
students. If teachers wants to influence the heads of their students, they must
first capture their hearts.
Chastity: "[The teacher] gave me a reason to come to school because she
listens.... She took time from her life to make me feel important. That makes me
want to do my part for this school."
Parents want comprehensive educational programs and high standards
While parents would affirm the student theme of wanting schools that care,
parent responses were more generalized as they commented about the district and
its vision as they had experienced it.
"Individual children are catered to and challenged to their academic
potential. Children are allowed to grow and continue to achieve with challenging
work."
"The high standards and the rules and regulations that [the district] have
set for the students produce quality individuals that will later become
community members."
"[The district] teaches their students responsibility. Students give back to
the community.... [The district] demonstrates leadership and encourages
success."
"It is nice to see [the district] maintaining its standards and [that it]
continues to excel academically as well as in sports and co-curricular events.
The school district will continue to be the talk of the town because it
practices what it preaches."
"Student performance is enhanced by sticking with a philosophy: mind, body
and spirit. Everyone pretty much buys into it."
Parent responses indicated they wanted schools to have high academic
standards for students, a comprehensive educational program and definitive rules
and expectations for student behavior. For parents, the quality of the
educational program mattered. Parent responses indicated a high degree of
knowledge about the district and its goals for kids. Parents also talked about
the reputation the district had for success.
Thirty-five years ago this school district was indistinguishable from the
small farm town it served; nonetheless, behind a long-standing superintendent
the district extolled positive values and high expectations for kids,
championing its own cause to be a superior district (Papalewis, 1988).
Today the district can pinpoint high test scores and other accolades to
support the high status the district has attained. The question arises, has
success been a self-fulfilling prophecy? The fact that parents speak with
ownership about a district they feel is successful is a testament to the
district's public relations efforts and gives credence to the research that
states that good communication is an earmark of successful schools.
Community groups also have a vested interest in school success
In the world of public education it is not nearly as common to solicit
opinions from community groups as it is from parents and students. Community
groups, however, have a stake in the their local schools and can contribute
substantial intellectual capital to the school district.
In this study respondents offered a variety of comments and observations
about the district, but the theme was clear. Districts and the communities they
serve should work hand-in-hand for the mutual benefit of the city and district.
"Parents have a vested interest, but businesses have an interest that is
two-fold. Certainly because the school supplies a work force, but second because
as companies expand and transfer employees, the schools are what make the move
bearable for many."
Economic developer: "In my job, I take businessmen who are considering
moving their companies ... out to see the facilities. We sell the district ...
the district brings people to this area."
Business owner: "The district's success is the success of the community. My
wife and I paid $ 10,000 more for a home [in this town] because of the schools.
People come [here] because of the reputation."
Clergyman: "The district is involved in the community. Kids are motivated to
learn and the teachers have high moral standards for themselves and their
students."
Police chief: "Parents own the schools, not the school district. This is the
feeling of most parents, and parents take pride in 'their' schools. This is a
positive and a negative for the school district. Positive when schools need
support such as bonds, and a negative when the district needs to change school
boundaries."
Economic developer: "I can't imagine anyone who doesn't have any interest in
[the district]. I believe that business benefits from the education that the
[district] students receive. Things like basic training in punctuality and dress
make a difference. My belief is that there are two factors in deciding if you
should live in a town. 1) Check the downtown to see what its condition is, and
2) Check the school district. If either one is a problem, but especially the
school district, choose elsewhere. The schools are a picture of the soul of a
community."
Listening to the public
Across the country, educators are working to instill pride and sell
ownership of the schools to the community as educators realize they need
everyone's help to educate all kids. In this study it was clear that this
district had achieved a measure of success in getting parents to buy in to the
district's goals -- perhaps because the district has for decades taken its work
seriously, reaching out to the community (Bushman & Boris, 1999). The district
has undergone many changes, but the core values of the district -- exemplified
in the remarks so often made by the parents -- have remained the same.
City manager: "The district has earned a reputation ... and [has] a total
commitment to education that contributes to the well-rounded community. People
want to get on the bandwagon."
But whatever success the district has achieved, it also became clear that
the school community expected the district to keep listening and to keep
changing. Many times in the interviews respondents applauded the district's
effort to reach out in ways this study has detailed, but they also hinted that
they wanted to be heard from more frequently.
Parent: "The fact that the district is doing this [study] gives me hope for
the district."
Parent: "Reach out to all parents. Be there and care. Try hard for parent
participation."
Businessman: "To achieve success [the district] needs to keep doing the same
things at the same rate. Personal rewards for kids. It is the little things that
make the big things happen. [The district] needs to never stop doing the little
things. My role is to volunteer and be in partnership when and wherever
possible."
This theme emerged from every group interviewed: that the district had to
continue reaching out, especially if it wanted to get better. The stow of this
elementary school parent says it best:
"Last summer when soccer season began, the Fair Winds Senior Assisted Living
complex was being built right next to [the elementary school]. I lost my mom and
I began thinking how much my mom would have loved to live next door to her
grandchild's school. That began a dream to form a partnership with this
facility. I saw a real opportunity for both the senior citizens and the students
to benefit. I approached [the school administration] and they loved the idea.
The teachers were also very positive. From September to April we had nine
meetings. This idea was put together before the facility was even open.
"Now the senior citizens contribute to [the school]. [The school] will take
the band, choir, drama, to the complex. The senior citizens were proctors for
[state testing]. Teachers thanked me and the residents were appreciative.... The
system is not so entrenched that it is unable to step back and take a look at
itself The system looks to the stakeholders for help.... Parent involvement
gives me hope."
"Off-site" success
In a recent article in Fast Company magazine, Cheryl Dahle (2001) talks in
depth about "off-sites," the practice of taking employees on charges/retreats/
workshops away from work. These practices are common in businesses and
educational organizations.
When the school district in this article did its "off-site," it did much of
what Dahle would say has the best chance of leading to success. The district
defined what its goal for the charge would be (find out what the school munity
wants from its public schools), it tried to invite the right people
(administrators but also community leaders), it picked a site for the event
conducive to its goals (a nationally known technology school), and it worked on
"keeping it real" (more focus on goals, less focus on teambuilding and
icebreakers).
The current task is to follow up the charge to reinforce that what was done
is valued by the district and was time well spent. Dahle says that all too
frequently there is no long-lasting residual benefit from off-sites unless they
follow steps such as these. The district in this study can only attest that of
all of its previous charges, this one has proved to be the most meaningful.
For as good as a public school may be, it can always get better. And if
schools want to improve they can learn a lot by listening to the voices of their
communities. If other districts are like the one mentioned here, then
communities want safe, compassionate schools with high standards and high
quality programs.
Schools frequently talk about increasing parent involvement and engaging the
stakeholders of a school. But the all to, common reality is that schools may do
little more than pay lip service to the communities they serve, parading parent
and community members through meetings when the school image is at stake or when
a school evaluation require parental involvement in a committee.
If a district truly wants to do mot then doing what this district did is
viable option that any district could replicate. It is worthwhile remembering
the words of Jimmy and Rachelle: "Everybody -- teachers, parents and students -has something to contribute.... The hope lies in letting students speak out and
having them be listened to."
A district's greatness lies in listening and responding to its public, and
in providing what school communities want from their schools.
References
Bushman, J. & Boris, V. (December 1998). "Listening to the Public." American
School Board Journal.
Dahle, C. (October 2001). "Can this site be saved?" Fast Company.
Papalewis, R. (1988). "Exploring dist culture: Administrator's shared
values, perceptions, and beliefs of their district's management model." Planning
and Changing, 19(3), 158-16
Srivastva, Suresh, & Cooperrider, D. L. (1999). Appreciative management
leadership: The power of positive thought and action in organization (rev. ed.).
Williams Custom Publishing.
James Bushman is a learning direct at Clovis High School. Walter Buster is
the superintendent of Clovis Unified School District.
"Republished with permission from Leadership magazine, published by the
Association of California School Administrators."