Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue6.1998:

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L. David We lle r

Unlo c king the c ulture fo r quality sc ho o ls: re e ngine e ring

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 6 [1 9 9 8 ] 2 5 0 –2 5 9

Mor eover, t h ey st a t e t h a t t h e essen t ia l k n ow l-ed ge a n d sk ills n ecessa r y t o su ccel-ed in t h ese fu t u r ist ic com p et it ive m a r k et s a n d t h e ed u ca -t ion a l d eliver y sy s-t em n ecessa r y -t o

a d eq u a t ely p r e p a r e st u d en t s for t h is en v ir on -m en t r est w it h ed u ca t ion a l lea d er sh ip. To a d eq u a t ely p r e p a r e for t h e fu t u r e, lea d er s m u st m a k e d ecision s fr om t h r ee p er sp ect ives. T h ese p er sp ect ives a r e t h e n eed s a n d exp ect a -t ion s of a glob a l econ om y, -t h e d esign of a n or ga n iza t ion a l st r u ct u r e or p r ocess t o d eliver t h ese r eq u ir em en t s, a n d t h e in d iv id u a l’s r ole w it h in t h e con t ext of t h e or ga n iza t ion ’s d eliv -er y sy st em . T h e la t t -er p -er sp ect ive h a s t wo m a jor com p on en t s: t h ose in volved in t h e d eliver y sy st em a n d t h ose r eceiv in g t h e p r od -u ct s of t h e sy st em it self.

Con ley (1993) r ela t es t h a t for or ga n iza t ion s t o su r v ive in t h e fu t u r e t h ey w ill h ave t o b e fl u id , en v ir on m en t a lly r esp on sive b od ies w h ich ca n a d a p t q u ick ly t o ch a n gin g glob a l-ized d em a n d s. T h e con st a n t is “con st a n t ch a n ge” w it h su ccess a n d su r v iva l d e p en d in g on t h e or ga n iza t ion ’s r esp on se t im e a n d t h e n eed t o a d a p t su ccessfu lly t o t h ese con st a n t ch a n ges. Sh ift in g econ om ic, socia l, a n d p olit ica l t r en d s a n d t h eir em er gin g com p lex in t er -r ela t ed n ess w ill b e com p ou n d ed by a n in cr ea sin g d e p en d en cy on t ech n ology a n d t h e a b ilit y t o r esp on d q u ick ly t o it s r a p id in n ova -t ion s. T h ese p r ojec-t ed sh if-t s a n d a cceler a -t ed ch a n ges ca ll for a la b or for ce w it h n ew sk ills a n d k n ow led ge, a n ew wor k in g en v ir on m en t , a n d a n ew w ay t o p r ocess p r od u ct s. In cr em en -t a l -t h in k in g w i-t h h igh ly d e p a r -t m en -t a lized wor k st r u ct u r es w ill b e r e p la ced by h olist ic t h in k in g a n d cr oss-sect ion a l con fi gu r a t ion s w h ich em p h a size t ea m wor k a n d u n it y of v ision , m ission , a n d p u r p ose.

T h e secon d p er sp ect ive, t h e or ga n iza t ion ’s d eliver y sy st em , w ill h ave t o b e fl exible en ou gh t o a d eq u a t ely r esp on d t o t h ese vola t ile ext er n a l t r en d s. E st a blish in g p r oa c-t ive p a c-t c-t er n s of b eh av ior ; c-t h in k in g in b r oa d , con t ext u a l fr a m ewor k s; a n d p r e p a r in g t h e wor k for ce for in n ova t ion s yet t o com e a r e bu t a few of t h e sk ills lea d er s of t h e fu t u r e w ill h ave t o p ossess. P er h a p s t h e m ost p r essin g d em a n d on fu t u r e lea d er s w ill b e t h e a b ilit y t o a d a p t t o n ew w ay s of t h in k in g a n d wor k in g so a s “t o p r e p a r e t h e or ga n iza t ion for t h a t w h ich h a s yet t o b e cr ea t ed ; t o m a k e sen se of fu t u r e r ea lit ies for t h e m em b er s of t h eir or ga -n iza t io-n s” (Dav ies a -n d E lliso-n , 1997, p. 12).

T h e t h ir d p er sp ect ive, t h a t of t h e in d iv id -u a l, ca lls for lea d er s t o r et h in k t h e r ole of t h e p r od u cer a n d t h e con su m er of t h eir p r od u ct s. T h e r ea l ch a llen ge h er e lies in id en t ify in g t h e “cor e cu st om er ” a n d t h en d evelop in g a d eliv -er y p r ocess w h ich is d ir ect ly r esp on sive t o cor e cu st om er s’ n eed s a n d exp ect a t ion s. Ch a m py (1995) n ot es t h e im p or t a n ce of su ch

id en t ifi ca t ion sin ce com p et it ion a m on g or ga -n iza t io-n s i-n t h e fu t u r e w ill i-n cr ea se b ot h t o m a in t a in a n d a t t r a ct a gr ea t er m a r k et sh a r e t h r ou gh h igh er q u a lit y p r od u ct s a n d ser -v ices. H a m m er a n d Ch a m py (1993) n ot e t h a t glob a l com p et it ion h a s a lr ea dy in t r od u ced cu st om er s t o h igh er q u a lit y p r od u ct s a t low er p r ices a n d cu st om er s a r e n ow exp ect in g t h is a s st a n d a r d ou t p u t . H igh q u a lit y -p r od u cin g or ga n iza t ion s, w it h t h e low est p r ices a n d b est ser v ice, w ill su r v ive a n d exp a n d t h eir cu s-t om er b a ses w h ile com p es-t is-t or s p r od u cin g on ly a d eq u a t e or good p r od u ct s w ill d isa p p ea r a s t h e st a n d a r d s of cu st om er exp ect a -t ion s r ise. On e in d ex of -t h is fu -t u r e -t r en d a lr ea dy exist s in n ew or ga n iza t ion s w h ich a r e u sin g a dva n ced t ech n ology t o d esign t h eir cor p or a t e in fr a st r u ct u r es fr om t h e gr ou n d u p w it h n o “t r a d it ion a l b a gga ge” of p r e-exist in g st r u ct u r es a n d cost s. An ot h er in d ex of t h e fu t u r e is t h e gr ow in g t r en d of “n ich e t a r get in g” w h ich ca lls for a ca r efu l a n d clea r id en t ifi ca t ion of sp ecifi c t a r get p op u la t ion s a n d t h e p r od u ct s a n d ser v ices n eed ed a n d exp ect ed by t h ese p op u la t ion s.

Cor e cu st om er s a r e q u ick ly em er gin g fr om t h eir ow n self-select ion p r ocess. Dav ies a n d E llison (1997) con t r ibu t e t h is t o b et t er in for -m a t ion a b ou t ava ila ble p r od u ct s a n d ser v ices w h ich a llow s cu st om er s t o ch oose t h ose p r od -u ct s a n d ser v ices w it h q -u a lit y r e p -u t a t ion s; t h e exp a n d in g le ga l r igh t s of cu st om er s t h r ou gh con su m er r igh t s gr ou p s a n d favor a ble lit iga t ion d ecision s for cu st om er p la in -t iffs; a n d -t h e k n ow led ge -t h a -t p r od u c-t s a r e in p len t ifu l su p p ly a n d t h a t t h e cu st om er ca n b e m or e select ive. T h e issu e of id en t ify in g t h e cor e cu st om er for t h e fu t u r e b ecom es a m a t -t er of econ om ic su r v iva l for a n y or ga n iza -t ion p r od u cin g a n y p r od u ct or ser v ice. An or ga n iza t ion seek in g t o su r v ive in t h e fu t u r e’s com -p et it ive m a r k et -p la ce w ill h ave t o r ed esign or r een gin eer it s d eliver y sy st em t o in cr ea se it s q u a lit y ou t p u t s a n d r ed u ce it s p r od u ct cost t o su st a in a n d in cr ea se it s cor e cu st om er p op u la t ion .

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L. David We lle r

t a u gh t a n d d eliver ed by a sy st em t h e focu s of w h ich is h olist ic, n ot cen t er ed a r ou n d in cr e-m en t a l t ea ch in g a n d lea r n in g st a ges. Sch ool lea d er s w ill h ave t o b e cr ea t ive en gin eer s of t h e cu r r icu lu m a n d in st r u ct ion a l d eliver y p r ocess, b e p r oa ct ive, u se b r oa d b a sed t h in k -in g, a n d -in volve t h e sch ool’s con st it u en t s -in it s gover n a n ce p r oced u r es a n d p olicy -m a k in g effor t s. An d , fi n a lly, t h e cor e con su m er w ill h ave t o b e id en t ifi ed a n d t h e r een gin eer in g p r ocess st r u ct u r ed in su ch a w ay a s t o p r o-v id e t h e cor e cu st om er w it h p r od u ct s a n d ser v ices t o m eet t h eir sp ecifi c n eed s a n d exp ect a t ion s. For ed u ca t or s, t h e cor e cu s-t om er ca n b e n o os-t h er p op u la s-t ion s-t h a n s-t h a s-t of t h e st u d en t . T h e p r ov id er s of t h e p r od u ct s a n d ser v ices a r e t h e t ea ch er s w h o wor k t h r ou gh a n ew d eliver y p r ocess w h ich is su p p or t ed , m od elled , a n d fa cilit a t ed by t h e p r in -cip a l. In t h e fi n a l a n a ly sis, t h e cor e cu st om er r e p r esen t s w h a t sch ools a r e for : ed u ca t in g st u d en t s, n ot em p loy in g t ea ch er s a n d a d m in -ist r a t or s.

In t h is con t ext , ed u ca t or s h ave t o t h in k d iffer en t ly a b ou t t h e p u r p ose of sch ools a n d t h e k in d of d eliver y sy st em t h a t w ill m eet t h e n eed s a n d exp ect a t ion s of t h e cor e cu st om er. Reen gin eer in g in ed u ca t ion is a b ou t d evelop -in g a d eliver y p r ocess w h ich is coh er en t a n d p r ogr essive in scop e in or d er t o m a xim ize t h e lea r n in g exp er ien ces of st u d en t s. Sin ce r een gin eer in g focu ses on coh er en t p r ocesses, n ot st r u ct u r es, it n e ga t es t h e p er p et u a t ion of t y p ica l ed u ca t ion a l st r u ct u r es, su ch a s d e p a r t m en t s in h igh sch ools, a n d focu ses m or e on seq u en t ia l, p r ogr essive lea r n in g t h r ou gh t h e r ea r r a n gem en t of t h e cu r r icu -lu m a n d in st r u ct ion t o a d d r ess t h e goa ls of coh esion a n d p r ogr ession . In essen ce, p r ocess follow s t h e st r a t e gy for t h e r een gin eer in g of sch oolin g. H a m m er a n d Ch a m py (1993) r ela t e t h a t r een gin eer ed bu sin esses p la n t h eir p r ocess st r a t e gy fi r st , t ea r d ow n t h eir exist in g or ga n iza t ion a l st r u ct u r es, a n d t h en im p le-m en t t h eir p r ocesses w it h le-m a n y p r ocesses cr ossin g m a n y or ga n iza t ion a l b ou n d a r ies. Bou n d a r ies, a s op p osed t o st r u ct u r es, a r e fl exible u n it s t h a t a llow for give a n d t a k e, in t er d e p en d en cy, in t er r ela t ed n ess a n d in t e-gr a t ion . In r een gin eer ed cor p or a t ion s, t h e em p h a sis is on p r ocess con t in u it y w h ich is d r iven by h olist ic t h in k in g a n d p la n n in g.

In ed u ca t ion , t h e b ou n d a r y con ce p t ca n b est b e illu st r a t ed by t h e Am er ica n m id d le sch ool w h ich em p h a sizes t h e t ea m a p p r oa ch t o in st r u ct ion a n d cu r r icu lu m d evelop m en t eit h er a cr oss or w it h in gr a d es six t h r ou gh eigh t . In t er d iscip lin a r y t ea ch er t ea m s of b ot h cor e a n d elect ive su b ject s d evelop t h em a t ic u n it s w h ich a r e seq u en ced a n d t a u gh t by ea ch t ea ch er t ea m m em b er. For exa m p le, a t h em e su ch a s t h e “a ge of exp lor a t ion ” wou ld

d om in a t e in st r u ct ion in t h e cor e cou r ses of la n gu a ge a r t s, m a t h em a t ics, socia l st u d ies, a n d scien ce a n d t h e elect ive cou r ses st u d en t s t a k e su ch a s m u sic, a r t , a n d p h y sica l ed u ca -t ion . Wh ile k n ow led ge a n d sk ills a r e -t a u gh -t w it h in ea ch of t h ese con t en t a r ea s, t h ey a r e d ir ect ly r ela t ed t o t h e r esp ect ive t h em es w it h in t h e cu r r icu lu m . In t h is w ay, lea r n in g is h olist ic, coh esive, seq u en ced , a n d m ea n in g-fu l sin ce st u d en t s ca n see a n d exp er ien ce con n ect ion s b et w een a n d a cr oss con t en t a r ea s. Block sch ed u lin g, a llow in g for la r ger block s of t im e for in st r u ct ion , is a r r a n ged by t ea ch er t ea m s a n d a ccom m od a t es b ot h sm a ll a n d la r ge gr ou p in st r u ct ion . T h is fl exible sch ed u lin g con fi gu r a t ion is p r ocess-or ien t ed a n d fa cilit a t es coh er en ce in st u d en t lea r n in g p r ov id ed by t h e t h em a t ic cu r r icu lu m .

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a n d ch a n ge or m od ify t h e cu lt u r e w it h in t h e or ga n iza t ion . T h is ca lls for cr ea t ive, b r oa d -b a sed t h in k in g fr om ever yon e en ga ged in t h e r een gin eer in g p r ocess.

Ch a m py (1995) em p h a sizes t h e im p or t a n ce of m a n a gem en t ’s r ole in r esh a p in g t h e or ga -n iza t io-n ’s cu lt u r e. I-n su ccessfu l,

r een gin eer ed or ga n iza t ion s, t ea m wor k a n d em p loyee d ecision m a k in g a r e h igh ly va lu ed . T h is is b a sed on t h e id ea t h a t em p loyees w ill a ssu m e ow n er sh ip in t h eir wor k a n d h ave a vest ed in t er est in t h e or ga n iza t ion ’s su ccess w h en t h ey sh a r e in t h e p r oblem -solv in g a n d d ecision -m a k in g p r ocess. T h e va lu es a n d b eliefs m ost com m on ly h eld in r een gin eer ed cor p or a t ion s sh ift t h e r ole of t h e em p loyee fr om n a r r ow, t a sk -or ien t ed fu n ct ion s t o m u l-t id im en sion a l job fu n cl-t ion s. H a m m er a n d Ch a m py (1993) a n d Ch a m py (1995) p oin t ou t t h a t cer t a in va lu es a n d b eliefs p r eva il a m on g su ccessfu lly r een gin eer ed cor p or a t ion s. T h ey em p h a size t h a t a ch a n ge in or ga n iza t ion a l va lu es m u st exist p r ior t o su ccessfu l r een gi-n eer igi-n g a gi-n d t h a t m a gi-n a gem egi-n t m u st d isca r d t h e t r a d it ion a l r ole of t h e a u t h or it a r ia n , t h e exp er t in a ll a r ea s, a n d b ecom e lea d er s w h o fa cilit a t e t h e wor k p r ocess a n d st r ive t o a d d va lu e t o t h e wor k of ot h er s. T h ey a r gu e t h a t lea d er s, n ot m a n a ger s, k n ow t h a t q u a lit y ou t p u t d e p en d m or e on t h e em p loyees’ a t t i-t u d es, va lu es, a n d k n ow led ge/ sk ills, a n d less on p olicies, p r oced u r es, a n d p r escr ip t ed w ay s of p er for m in g wor k . Lea d er s a r e t h ose w h o ca n in fl u en ce b eh av ior a n d r ein for ce em p loyee va lu es by t h eir ow n wor d s a n d d eed s. Va lu es a n d b eliefs cen t r a l t o su ccessfu l cor p or a t ion s a r e a s follow s:

• Tea m wor k w it h t ea m m em b er s w h o a r e em p ow er ed t o solve p r oblem s a n d m a k e d ecision s a n d w h o a r e fr ee of m a n a gm en t ’s t igh t , r est r ict ive p olicies a n d p r e-scr ip t ed d ir ect ives.

• Tea m s w h ich ca n fu n ct ion a cr oss or ga n iza -t ion a l b ou n d a r ies a n d b e collec-t ively r esp on sible for t h e q u a lit y of p r od u ct s a n d ser v ices p r ov id ed .

• Rew a r d s b a sed on a ch ievem en t a n d n ot t h e a m ou n t of t im e sp en t on n a r r ow ly d efi n ed t a sk s. N ew a n d in cr ea sed r esp on sib ilit ies a r e b a sed on a b ilit y a n d over a ll con t r ibu -t ion s -t o -t h e or ga n iza -t ion .

• E m p loyees a n d lea d er s w h o a r e cu st om er -cen t er ed a n d wor k t o sa t isfy t h e cu st om er sin ce cu st om er sa t isfa ct ion a ch ieves t h e goa ls of t h e or ga n iza t ion .

• Con t in u ou s t r a in in g for em p loyees t o k ee p u p w it h a dva n cem en t s in t h eir job -r ela t ed k n ow led ge a n d sk ills a r ea . Reen gin eer ed or ga n iza t ion s r ew a r d in d iv id u a l in it ia t ive t o im p r ove t h e q u a lit y of wor k a n d con t r ibu t e t o t h e over a ll efficien cy of t h e or ga -n iza t io-n .

Wh en n ew va lu es a n d a t t it u d es com p et e w it h exist in g b eh av ior s, con fl ict a r ises b ot h w it h in t h e or ga n iza t ion a n d in d iv id u a ls t h em selves. Weller (1996b ) r ela t es t h a t w h en n ew id ea s or p a t t er n s of b eh av ior a r e r eq u ir ed , a n d t h e old a cce p t ed w ay s of d oin g t h in gs a r e n ot fu lly d isca r d ed , t r a d it ion a l p r a ct ices oft en w in ou t . Fea r of t h e u n k n ow n , t h r ea t s t o in d iv id u a l p ow er a n d in fl u en ce, in secu r it y a b ou t lea r n in g n ew sk ills, a n d t h e n eed t o p er for m t a sk s d iffer en t ly w it h d iffer -en t st a n d a r d s t h r ea t -en t h eir com for t zon es – t h e secu r it y p eop le d er ive fr om wor k r ou t in e. Re ga r d less of t h e d e gr ee of t h eir d issa t isfa c-t ion w ic-t h c-t h eir cu r r en c-t job or c-t h e w ay c-t h e or ga n iza t ion fu n ct ion s, ch a n ge is seen a s a t h r ea t . H a m m er a n d St a n t on (1995) st a t e t h a t “w h en n ew p r ocess va lu es com p et e w it h old p r ocess va lu es, t h e r esu lt is [em p loyee] fr u s-t r a s-t ion , con fu sion , cy n icism , a n d cogn is-t ive d isson a n ce” (p. 158). Ch a p lin (1996) n ot es t h a t w h en r een gin eer in g fa ils, it is u su a lly t h e r esu lt of a la ck of a lign m en t b et w een t h e va lu es a n d b eliefs h eld by m a n a gem en t a n d t h ose of t h e wor k er a n d m a n a gem en t ’s in a b il-it y t o m ove t h e wor k for ce t o a cce p t t h ese n ew va lu es a n d a t t it u d es. Wh en r een gin eer in g fa ils, lit t le if a n y r esid u e of t h e ch a n ge p r ocess w ill su r v ive. T h e va lu es a n d a t t it u d es of t h e old p r ocess w ill b ecom e even m or e em b ed d ed a n d fu t u r e a t t em p t s a t ch a n ge m or e d ifficu lt .

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of a ch iev in g t h eir d esir ed ou t com es–r ed u cin g r esist a n ce t o ch a n ge a m on g t h e wor k for ce. Re p la cin g t h e exist in g cu lt u r e is p a r t of r een gin eer in g sin ce t h e n ew va lu es a n d exp ect ed p a t t er n s of b eh av ior w ill r eq u ir e n ew or ga n iza t ion a l st r u ct u r es, p olicies, a n d gr ou p n or m s.

N ext , t o h ave t h e wor k for ce in t er n a lize t h e n ew va lu es a n d a t t it u d es d esir ed by m a n a ge-m en t , a p r ogr a ge-m of in for ge-m a t ion -giv in g is n ecessa r y. Com m u n ica t in g in clea r a n d con -cise t er m s w h y t h e old va lu es a n d b eh av ior s a r e n o lon ger a cce p t a ble is essen t ia l t o con -v in cin g em p loyees t h a t ch a n ge is n eed ed . F a ct s, b a sed on r esea r ch , b ecom e t h e m ost p ow er fu l p er su a sive t ool, esp ecia lly w h en t h ese fa ct s in d ica t e t h e or ga n iza t ion ’s fi sca l d eclin e. Com m u n ica t ion m u st b e com p r eh en -sive a n d em p h a size t h e p osit ive ou t com es of ch a n ge, t h e sp ecifi c r ea son s for ch a n ge, a n d exa ct ly h ow ch a n ge w ill im p a ct a n d b en efi t em p loyees. To fu r t h er r ed u ce ch a n ge a n xiet y, w id e p a r t icip a t ion is n eed ed in p la n n in g, d esign in g, a n d im p lem en t in g ch a n ge. Du r in g t h is st a ge, p a r t icip a n t s bu ild ow n er sh ip a n d com m it m en t by exp r essin g id ea s a n d in cor -p or a t in g t h em in t o t h e ch a n ge -p r ocess. E m p loyees w ill b e m or e t oler a n t of t h e n ew p r ocess w h en t h ey h ave a vest ed in t er est in it s su ccess. Wh en a n ew p r ocess is h olist i-ca lly a ssim ila t ed , t h e job of m a n a gem en t b ecom es ea sier sin ce t h e wor k for ce h elp s p la n , d esign , a n d im p lem en t t h e p r ocess, va lu es a n d b eh av ior s d esir ed by m a n a gem en t w h ich h ave b ecom e t h ose d esir ed by em p loy -ees. H a m m er a n d St a n t on (1995) ca u t ion a ga in st t h e u se of coer cion in t h e r een gin eer -in g p r ocess s-in ce t h is im p lies t h r ea t s or r e p r isa ls a n d ca u ses u n d u e fr u st r a t ion , fea r, a n d a lien a t ion a m on g t h e wor k for ce. Resis-t a n ce ca u sed by coer cion ca n r esu lResis-t in r even ge, p oor p er for m a n ce, h igh t u r n over r a t es, a n d cover t a ct iv it ies.

T h e q u est ion for t h ose p r ogr essive sch ools w h ich a n t icip a t e m eet in g t h e d em a n d s a n d ch a llen ges of t h e 21st cen t u r y b ecom es on e of eit h er r een gin eer in g or r est r u ct u r in g. As p r ev iou sly st a t ed , r est r u ct u r in g m ea n s m a n y t h in gs t o m a n y p eop le a n d “t h e t er m is a s n ot a ble for it s a m b igu it y a s for it s m ea n in g” (Con ley, 1993, p. 7). Usu a lly, Con ley a d d s, r est r u ct u r in g is a r a p id a d a p t a t ion of fr a g-m en t ed p r ogr a g-m s or p r a ct ices t o g-m a in t a in or r e ga in com p et it iven ess. Oft en , w h a t is ca lled r est r u ct u r in g is a ct u a lly sch ool r en ew a l or r efor m w it h im p or t a n t d ist in ct ion s b et w een t h e t wo: “Ren ew a l focu ses on a ct iv it ies t h a t h elp t h e or ga n iza t ion t o d o b et t er a n d / or m or e efficien t ly t h a t w h ich it is a lr ea dy d oin g” (Con ley, 1993, p. 7), w h ile r efor m “a t t em p t s t o a lt er exist in g p r oced u r es, r u les a n d r eq u ir em en t s t o a llow t h e or ga n iza t ion t o

a d a p t t h e w ay it fu n ct ion s t o n ew cir cu m -st a n ces or r eq u ir em en t s” (Con ley, 1993, p. 8). N eit h er of t h ese p r ocesses a d d r esses t h e fu n -d a m en t a l a ssu m p t ion s of sch oolin g, n or -d o t h ey p la ce em p h a sis on t h e p r im a r y exist en ce for sch ools – t o p r om ot e a n d d em on st r a t e st u d en t lea r n in g. N eit h er p r ocess a d d r esses t h e fu t u r e, t h a t is, b ein g p r oa ct ive in d esign . Bot h a r e h igh ly r ea ct ive t o cu r r en t p r essu r es for ch a n ge w h ich p r im a r ily com e fr om ext er n a l sou r ces r a t h er t h a n fr om in t er n a l d iscon -t en -t w i-t h -t h e s-t a -t u s q u o. T h e b a sic p r oblem s w it h sch ool r est r u ct u r in g, say s Con ley (1993, p. 9), a r e “t h e la ck of a clea r a n d gen er a lly a cce p t ed d efi n it ion of w h a t r est r u ct u r in g r ea lly is, t h e u n w illin gn ess or in a b ilit y t o exa m in e t h e u n d er ly in g a ssu m p t ion , va lu es, b eliefs, p r a ct ices, a n d r ela t ion sh ip s of q u a l-it y -p r od u cin g sch ools, a n d t h e a b st r a ct a n d u n clea r goa ls t h a t p er m ea t e ed u ca t ion ”. F u lla n (1991, p. 28), a lso a d d r essin g t h e fu n d a -m en t a l p r oble-m a ssocia t ed w it h sch ool r est r u ct u r in g, st a t es t h a t “t h e in cen t ive sy st em of p u blic sch ools w ist h ist s la ck or p er for -m a n ce scr u t in y a n d a n on co-m p et it ive -m a r k et m a k es it m or e p r ofi t a ble p olit ica lly a n d bu r ea u cr a t ica lly t o ‘in n ova t e’ w it h ou t r isk -in g t h e cost s of r ea l ch a n ge”. All of t h is p o-in t s t o a gen er a l la ck on t h e p a r t of ed u ca t or s t o em b r a ce r a d ica l ch a n ge, t o m a k e d r a st ic sh ift s in a ssu m p t ion s, b eliefs, a n d p r a ct ices w it h ou t sign ifi ca n t ext er n a l p r essu r e t o ch a n ge t h e n a t u r e of sch oolin g. T h e fea r of volu n t a r y, in t er n a l ch a n ge com es fr om t h e t h r ea t s of d ow n sizin g, r ea ssign m en t , a n d r et r a in in g w h ich is im p licit in t h e gen er a l con ce p t of fu n d a m en t a l, r a d ica l ch a n ge (Con -ley, 1993).

Sen ge (1990) b elieves t h e p r oblem s fa cin g t r u e sch ool t r a n sfor m a t ion lie in t h e cu r r en t p r ocess of sch oolin g it self a n d t h e h ist or ica l a r t ifa ct s of t h e p a st . Am on g t h e m ost d et r i-m en t a l in h ib it or s of sch ool t r a n sfor i-m a t ion a r e t h e isola t ion of t ea ch er s in self-con t a in ed cla ssr oom s, gr a d e levels, or d e p a r t m en t s: t h e in cr em en t a l m en t a l m od els t h a t d om in a t e ou r w ay s of t h in k in g; t h e t a r get in g of sy m p -t om s r a -t h er -t h a n r oo-t ca u ses for r efor m a n d r esea r ch ; t h e sea r ch for “q u ick fi xes” a n d t h e m od ifi ca t ion of exist in g p r ogr a m s; a n d d isen -ch a n t m en t w it h n ew r efor m p r ogr a m s w h i-ch offer p a n a cea s bu t , lik e t h eir p r ed ecessor s, fa il t o m a k e good on t h eir p r om ises a n d leave t ea ch er s fr u st r a t ed a n d leer y of a n y r efor m m ovem en t .

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in t er n a l fl exib ilit y a n d p r ocess r ev ision w it h a n em p h a sis on con t in u ou s im p r ovem en t a cr oss or ga n iza t ion a l b ou n d a r ies (Weller, 1996a ). Bon st in gl (1992) n ot es t h e im p or t a n ce of t h e et h os k a iz en, a sy st em -w id e (p r ocess) coven a n t of in d iv id u a ls h elp in g on e a n ot h er t o p u r su e excellen ce on a d a ily b a sis. Accor d -in g t o Bon st -in gl (1992), “Wer e sch ools t o a d op t t h is p r ocess, t h ey wou ld t r a n sfor m ” t h eir sch ools in t o n ew im a ges a n d n ew st r u ct u r es w it h q u a lit y p r od u ct s a n d ser v ices sp ecifi ca lly a d d r essin g st u d en t n eed s a n d exp ect a -t ion s. Bon s-t in gl a gr ees w i-t h Sen ge (1990) on t h e im p or t a n ce of a sy st em s a p p r oa ch t o sch ool t r a n sfor m a t ion (Sen ge’s fi ft h d isci-p lin e) a n d n ot es t h a t a h olist ic isci-p r ocess, a n ew sy st em w h ich is bu ilt fr om t h e gr ou n d u p, is essen t ia l t o m eet t h e ch a llen ges a n d d em a n d s of t h e fu t u r e. In essen ce, b ot h Bon st in gl a n d Sen ge ca ll for r een gin eer ed sch ools, sch ools st a r t in g w it h a clea n sla t e, a n d TQM p r ov id es t h e essen t ia l in gr ed ien t s n ecessa r y for com -p let e sch ool t r a n sfor m a t ion .

Sch ools w h ich h ave a d op t ed t h e TQM p r in -cip les of Dem in g (1986) h ave u n d er gon e m or e t h a n a p a r a d igm sh ift : t h ey h ave t r a n sfor m ed t h e m et h od of sch oolin g (E n glish , 1994). Dav ies (1994) p oin t s ou t t h a t in TQM sch ools, t ea ch er s’ m in d set s a n d t h eir t h in k in g a n d wor k h ave u n d er gon e a fu n d a m en t a l ch a n ge a n d it is t h is ch a n ge t h a t is t h e fi r st , t h e m ost n ecessa r y, st e p n eed ed t o ch a n ge t h e sch ool’s cu lt u r e. E n glish (1994) a n d Dav ies (1994) st r ess t h e im p or t a n ce of p r in cip a ls in in it ia t in g sch ool ch a n ge, bu t st r ess t h a t t ea ch er bu y -in is essen t ia l for cu lt u r a l ch a n ge, a t r u e sch ool t r a n sfor m a t ion . Mon k (1993), Mu r ga t r oyd a n d Mor ga n (1993), Sch m ok er a n d Wilson (1993), a n d Weller a n d H a r t ley (1994) d ocu m en t t h e p osit ive ou t com es of TQM a s a sch ool t r a n s-for m a t ion a l p r ocess. T h ese in clu d e st u d en t ga in s on t est s of a ch ievem en t , im p r oved st u -d en t self-est eem a n -d in cr ea se-d t ea ch er m or a le. T h ese sch ools h ave v ision , a m ission , a n d em p ow er ed t ea ch er t ea m s w h o p a r t ici-p a t e in sch ool gover n a n ce. T h eir con st a n cy of p u r p ose is t o im p r ove con t in u ou sly a n d t h ey t a k e p r id e in t h eir wor k a s t h ey st r ive t o a ch ieve q u a lit y p er for m a n ce for t h em selves a n d t h eir st u d en t s.

H ow t h en d o sch ools r een gin eer t h em selves in t o q u a lit y -or ien t ed a n d q u a lit y -p r od u cin g sch ools? T h e lea d er (p r in cip a l) m u st m a k e t h e fi r st d ecision – t h e sch ool n eed s t o b e t r a n sfor m ed t h r ou gh a n ew set of va lu es a n d b eliefs, a n ew p r ocess t o p r od u ce q u a lit y p r od u ct s a n d ser v ices. N ext , a n d a ga in cen -t r a l -t o b o-t h r een gin eer in g a n d TQM, is -t h e n eed for st r on g lea d er s t o em b r a ce t h e va lu es a n d b eliefs t h ey w a n t im p lem en t ed by m od el-in g t h ese b eh av ior s. T h ir d is t h e d est r u ct ion of t h e sch ool’s cu r r en t cu lt u r e, t h e cu r r en t

p r ocess of d oin g t h in gs. Reen gin eer in g, r em a r k s Ch a m py (1995), n ecessit a t es t h e “t ea r in g d ow n ” of t h e exist in g cu lt u r e, d is-ca r d in g t h e old p r ocess a n d m in d set s, a n d em b r a cin g a n ew w ay of t h in k in g, a n ew w ay of b eh av in g in t h e con t ext of wor k a n d wor k ou t com es. Ch a n ge, in t h e TQM p r ocess, r eq u ir es a n ew w ay of t h in k in g, a n d n ew w ay of va lu in g, a n d a n ew wor k et h ic. Lik e en gi-n eer igi-n g, TQM ca gi-n gi-n ot b e a ccom p lish ed q u ick ly, sim p ly, or p a in lessly. Bot h a r e t r a n s-for m a t ion a l p r ocesses.

Dislod gin g old b eliefs a n d wor k p a t t er n s a n d in fu sin g n ew va lu es is n ot ea sy. E a ch or ga n iza t ion h a s it s ow n cu lt u r e con sist in g of m y t h s, cer em on ies, r it u a ls, a n d t a cit a ssu m p -t ion s a n d b eliefs a b ou -t -t h e p u r p ose a n d n a t u r e of wor k . H oy a n d Misk el (1996) em p h a -size t h a t or ga n iza t ion a l va lu es in cor p or a t e t h ese cu lt u r a l com p on en t s w h ich com p r ise d esir a ble a n d a cce p t a ble b eh av ior p a t t er n s w it h in t h e or ga n iza t ion . In fa ct , Ou ch i (1981) fou n d t h a t t h e cu lt u r e of a n or ga n iza t ion r ela t es d ir ect ly t o it s su ccess a n d t h a t su c-cessfu l or ga n iza t ion s sh a r e t h e va lu es of t r u st , coop er a t ion , t ea m wor k , a n d e ga lit a r i-a n ism . Wh en vi-a lu es i-a r e sh i-a r ed , w h en em p loyees wor k coop er a t ively t ow a r d t h e sa m e goa ls, w h en em p loyees a r e cu st om er -or ien t ed a n d fr ee t o in n ova t e, w h en t h ey h ave d ecision -m a k in g a u t on om y, t h e or ga n iza t ion h a s a p r ocess t h a t p r om ot es efficien t a n d effect ive p r od u ct s. Dea l a n d Ken n edy (1984) fou n d sim ila r va lu es a n d cu lt u r a l p r a ct ices in h igh -a ch iev in g sch ools a n d r ela t e t h a t va lu es, cu st om s, t a cit a ssu m p t ion s, a n d m y t h s d r ive t h e p r ocess of sch oolin g. T h e r ole of t h e p r in -cip a l, t h ey m a in t a in , in cr ea t in g n ew va lu es a n d cu lt u r a l a r t ifa ct s p r eclu d es t h e in fu sion of t h e n ew p r ocess w h ich w ill b e u sed t o t r a n sfor m t h e ou t com es of sch oolin g. Dea l a n d Ken n edy (1984) a lso fou n d t h a t su ccessfu l cu lt u r e ch a n ge is a sy st em a t ic, n ot a

se gm en t ed , p r ocess. Ch a n ge m u st b e p la n n ed a n d w ell-or ga n ized if it is t o b e effect ive in r e p la cin g cor e va lu es in sch ools.

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r esea r ch on p r in cip a ls a n d ch a n gin g a sch ool’s cu lt u r e, fou n d t h a t su ccessfu l sch ool lea d er s h ave a sy st em a t ic p la n for cu lt u r a l ch a n ge a n d t h a t t h eir m od elin g of d esir ed va lu es a n d b eh av ior s is essen t ia l in sh a p in g t h e cu lt u r e of t h e fu t u r e. St r on g p r in cip a ls d ed ica t ed t o ch a n ge r ea lize t h a t a sch ool’s cu lt u r e p r ov id es t h e sch ool w it h it s ow n u n iq u e im a ge w h ich con vey s t o t h e st u d en t s a n d t h e ext er n a l p u blic w h a t t h e sch ool r e p r e-sen t s, w h a t it s m ission is. Con ley (1993) a d d s t h a t t h e cu lt u r e of a sch ool d et er m in es w h a t a n d h ow st u d en t s lea r n , h ow t h ey b eh ave, a n d w h a t t h ey b elieve a n d va lu e. Beca u se t ea ch er s d eliver t h e cu r r icu lu m a n d , in som e sch ools, d evelop t h e cu r r icu lu m , w h a t t h e cu r r icu lu m com p r ises a n d h ow t h e cu r r icu -lu m is t a u gh t d ir ect ly r efl ect s t h e b eliefs, va lu es, a n d b eh av ior s of t h e t ea ch in glea r n -in g p r ocess. Sh e-in (1985) r efer s t o t h e cu lt u r e of a sch ool a s it s “h id d en cu r r icu lu m ” a n d su ggest s t h a t w h a t is lea r n ed by a n d exp ect ed of st u d en t s on a d a ily b a sis a r e fa r m or e a ccu -r a t e -r efl ect ion s of t h e sch ool’s cu -r -r icu lu m t h a n a n y m ea su r e a ssessin g in st r u ct ion a l con t en t . Con ley n ot es t h a t b eca u se cu lt u r e is su ch a p ow er fu l in fl u en ce on lea r n in g, t r a n sfor m ed sch ools m u st t a k e ca r e t o r id t h em -selves of a n y vest iges of t h e old cu lt u r e so a s n ot t o h ave com p et in g id ea s a n d loya lt ies over t h e cor e va lu es w h ich gu id e exp ect a t ion s a n d b eh av ior s.

Lu n en bu r g a n d Or n st ein (1996) n ot e t h e im p or t a n ce of m od elin g by lea d er s t o ch a n ge p r ocesses in sch ools, bu t a d d t h a t w in n in g t h e a p p r ova l a n d su p p or t of in for m a l p ow er a gen t s w it h in t h e sch ool’s cu lt u r e is eq u a lly im p or t a n t t o su ccessfu l ch a n ge. T h ese in for -m a l lea d er s h ave p eer loya lt y, t r u st , a n d r esp ect a s a r esu lt of t h eir k n ow led ge, sk ills, p er son a lit ies, a n d t h e r ew a r d s t h ey ca n p r o-v id e. P eer s follow t h ese lea d er s by ch oice, fr ee of coer cion , b eca u se t h ey b elieve t h a t con -sen t w ill y ield p er son a l ga in for t h em w it h in t h e sch ool. Ma n y sch ools h ave sever a l in for -m a l gr ou p s w h ich h ave t h eir ow n “gr ou p lea d er ” a n d w h ose in fl u en ce over t h eir p eer s is given by gr ou p con sen su s. T h ese gr ou p lea d er s a r e p ow er a gen t s in sch ools a n d t h eir a ct ion s sp ea k for t h eir gr ou p m em b er sh ip. T h ey r et a in p ow er a s lon g a s t h ey a ct in a ccor d a n ce w it h t h e n or m s a n d va lu es h eld by t h eir follow in g a n d t h ey ca n p r ov id e p er -son a l b en efi t s or r ew a r d s t o t h eir follow in g. P r in cip a ls w h o ga in t h e t r u st a n d con fi d en ce of t h ese in fl u en t ia ls fi n d t h e p a t h t o ch a n ge ea sier a n d m or e su ccessfu l sin ce t h e in for m a l lea d er ’s w illin gn ess t o t r y n ew p r ocess(es) or in n ova t ive p r ogr a m s w ill b e m a d e k n ow n t o t h eir follow er s, t h er eby r ed u cin g t h e level of cogn it ive d isson a n ce.

In for m a t ion w h ich is a ccu r a t e a n d fa ct -b a sed is a p ow er fu l a n d p er su a sive t ool t o in it ia t e cu lt u r a l ch a n ge. Da t a w h ich a r e ea sy t o r ea d a n d u n d er st a n d a ble (gen er a lly fr ee of com p lica t ed r esea r ch d esign a n d st a t ist ics) p la n t seed s of d ou b t a b ou t t h e exist in g w ay of d oin g t h in gs a n d ch a llen ge em p loyees t o t h in k b eyon d t h e cu r r en t p r od u ct ion p r ocesses (Ch a m py, 1995). Lit er a t u r e a b ou t su ccessfu l r een gin eer ed sch ools a n d t h eir su ccess w it h TQM sp a r k s in t er est a n d t r ig-ger s q u est ion s. H er e, t h e p r in cip a l b ecom es a r esou r ce p er son , a su p p lier of a d d it ion a l in for m a t ion , a n d loca l exp er t . P oin t in g t o t h eir ow n m od elin g b eh av ior s, t h ese p r in cip a ls n ot e t h a t t h eir b eh av ior cip a t t er n s coin -cid e w it h t h e n ew p r ocess t h ey w a n t t o in fu se in t o t h eir sch ools. As a r esu lt , t ea ch er s w ill b e gin t o q u est ion t h e b en efi t s of t h e exist in g cu lt u r e a n d t o a n a ly ze t h e p osit ive a n d n e ga t ive a sp ect s of ch a n ge. N ot a ll t ea ch er s, h ow -ever, w ill q u est ion t h e va lu es, m y t h s, a n d n or m s of t h e sch ool’s cu lt u r e. Som e w ill look a t ch a n ge a s a t h r ea t t o t h e secu r it y of t h eir job fu n ct ion s, t h eir r ela t ion sh ip s a m on g p eer s, a n d t h eir wor k p a t t er n s. P eer lea d er s w h o a r e r esp ect ed m ay ch a llen ge t h ose w h o a r e r elu ct a n t t o ch a n ge t o look a t t h e d a t a ob ject ively a n d t o r e p la ce m or a l ju d gm en t s w it h ob ject ive a n a ly sis. Som e t ea ch er s w ill r eject t h ese a p p ea ls for op en -m in d ed n ess a n d w ill r efu se t o b e p er su a d ed by t h e p r in cip a l, t h eir p eer s, or t h e lit er a t u r e, w h ile ot h er s w ill a t t em p t t o b e in t ellect u a lly h on est . For r elu ct a n t t ea ch er s, t h e TQM p r a ct ice of b en ch m a r k in g b ecom es a n im p or t a n t p a r t in t h e cu lt u r a l ch a n ge p r ocess.

Ben ch m a r k in g, t h e p r a ct ice of a llow in g em p loyees t o v iew fi r st -h a n d exem p la r y p r o-gr a m s a n d p r a ct ices, lessen s cogn it ive d isso-n a isso-n ce a isso-n d r esist a isso-n ce t o ch a isso-n ge by a llow iisso-n g t ea ch er s t o see t a n gible con seq u en ces of r een gin eer in g. Mor eover, in ed u ca t ion , n ot h -in g h a s m or e va lid it y for a t ea ch er t h a n t h e wor d of a n ot h er t ea ch er. Allow in g a ll t ea ch -er s, t h ose b ot h ea g-er a n d r elu ct a n t , t o exp lor e t h e p osit ive a n d n e ga t ive effect s of TQM a s a p r ocess for sch ool t r a n sfor m a t ion fu r t h er r ed u ces r esist a n ce t o ch a n ge a n d a n sw er s m a n y p r a ct ica l q u est ion s n ot a d d r essed in t h e lit er a t u r e. Ca r e sh ou ld b e t a k en t o exp lor e b ot h t h e p r ocess a n d t h e r esu lt s of t h e

p r ocess, n ot ju st t h e in d iv id u a l p r a ct ices t h em selves. Ben ch m a r k in g’s r ea l va lu e lies in it s a b ilit y t o p r ov id e a m od el t o cr it iq u e, a st im u lu s for n ew id ea s, n ot a st r u ct u r e for d ir ect in fu sion . T h e p r im a r y r ole of t h e p r in -cip a l is t o select t h ose sch ools w h ich b est exem p lify t h e p r ocess d esign m ost lik ely t o y ield t h e ou t com es t a r get ed for t h e sch ool.

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gr ou p wor k p r ov id es a p la t for m t o exp r ess d iscon t en t a n d con cer n s a s t ea ch er s exp lor e t h e p osit ive a n d n e ga t ive a sp ect s of ch a n ge. H er e, t h e p r in cip a l’s r ole b ecom es on e of a fa cilit a t or w h o k ee p s t ea ch er s’ a t t en t ion on bu ild in g a n ew sch ool y ield in g q u a lit y p r od -u ct s a n d ser v ices. Sin ce r een gin eer in g is a b ou t p r ocess d esign , p r in cip a ls em p h a size cr ea t ive t h in k in g a n d d r ea m in g, a n d ch a l-len ge t ea ch er s t o d evelop a d eliver y sy st em t h a t p r om ot es q u a lit y t ea ch in g a n d r esu lt s in q u a lit y lea r n in g. T h e p r in cip a l p r om ot es a “ca n d o” a t t it u d e a m on g t ea ch er s a n d ser ves a s a m ot iva t or a n d st im u la t or t o bu ild self-con fi d en ce a m on g t h e st a ff t o u n d er t a k e cu l-t u r a l ch a n ge. In essen ce, l-t h ese focu s gr ou p s go a b ou t t ea r in g d ow n t h e old cu lt u r e a n d r e p la cin g it w it h t h e n ew va lu e a n d b eliefs t h a t w ill su p p or t a n d p er m ea t e t h e n ew p r ocess of sch oolin g. T h is r est s p r im a r ily on t h e follow in g con d it ion s: fi r st , t h a t m a n y of t h e t ea ch er s see a n eed for ch a n ge a n d a r e w illin g t o exp lor e n ew a n d b et t er w ay s t o im p r ove t ea ch in g a n d lea r n in g: secon d , t h a t t ea ch er s, for t h e m ost p a r t , h ave t h e self-con fi d en ce a n d d esir e t o in it ia t e ch a n ge; a n d , t h ir d , t h a t t ea ch er s b elieve t h a t t h e n ew p r ocess (TQM) p r ov id es v ia ble, r ea list ic, a n d a ch ieva ble ou t com es.

La r ge gr ou p session s, w ell p la n n ed w it h sp ecifi c t op ics, gr ea t ly fa cilit a t e t h e ch a n gin g of t ea ch er s’ p er sp ect ives a n d a t t it u d es. La r ge gr ou p t op ics focu s on im a ges of t h e fu t u r e, p r ocess d esign , a n d t h e TQM p h ilosop h y a n d m a n a gem en t p r in cip les. In ea ch session , t h e p r in cip a l’s r ole in t h is r een gin eer in g exer cise is t h a t of ca t a ly st a n d r esou r ce p er son . Im a ges of t h e fu t u r e w ill focu s on w h a t t ea ch er s b elieve t o b e t h e id ea l sch ool, a n ed u ca -t ion a l u -t op ia w h er e -t h eir d r ea m s ca n b e r ea l-ized . T h is session b ecom es a b r a in st or m in g exer cise w h er e id ea s a r e gen er a t ed a n d fr ee t h in k in g d om in a t es. T h is st im u la t es d ia logu e a m on g t ea ch er s a n d a llow s for t h e cr oss-p ollin a t ion of id ea s. Som e t ea ch er s, h ow ever, w ill h old on t o som e of t h e exist in g va lu es, n or m s, a n d cu st om s. Old h a b it s, a ssu m p -t ion s, a n d b eh av ior p a -t -t er n s a r e d ee p ly in gr a in ed , a n d , for som e, p r ov id e a sen se of secu r it y in t h e p r ocess of ch a n ge. Mor eover, som e a sp ect s of t h e exist in g cu lt u r e m ay b e com p a t ible w it h t h e em er gin g im a ges of t h e fu t u r e a n d t h eir in clu sion w ill h elp b r id ge t h e ga p for t h ose t ea ch er s w h o a r e m ost r elu c-t a n c-t c-t o ch a n ge.

Wh en b r a in st or m in g is com p let ed , sm a ll focu s gr ou p s a r e for m ed t o a llow t ea ch er s t im e t o r efl ect a n d fu r t h er exp lor e t h eir feel-in gs a n d t o a d d t o t h e com p on en t s of t h e id ea l sch ool. Tea ch er s a r e fr ee t o d et er m in e w h ich cu r r en t p r a ct ices a r e com p a t ible w it h t h e im a ges of t h e fu t u r e a n d t o d iscu ss t h eir

m er it s. For som e, sm a ll gr ou p in t er a ct ion is less t h r ea t en in g a n d t h ey feel m or e com for t -a ble in exp r essin g t h eir d ee p est feelin gs -a n d op in ion s. T h e p r in cip a l cir cu la t es a m on g t h e sm a ll gr ou p s, a ct in g a s a r esou r ce p er son t o p r ov id e k n ow led ge a n d in for m a t ion t o a d d r ess t ea ch er q u est ion s a n d con cer n s a s ea ch gr ou p fu r t h er d evelop s t h e im a ges of t h e id ea l sch ool a n d exa m in es t h e va lu es a n d n or m s of t h e exist in g cu lt u r e. T h e p r in cip a l m u st r em em b er t h a t som e t ea ch er s w ill w a n t t o h old on t o cer t a in a sp ect s of t h e cu r r en t cu lt u r e a n d w ill exp r ess st r on g feelin gs for t h eir in clu sion . Wh en t h ese b eh av ior s a n d va lu es con fl ict w it h fu t u r e im a ges, t h e p r in cp a l’s t a sk b ecom es on e of cp er su a d er a n d in d i-v id u a l ca t a ly st . T h e p r in cip a l a d d r esses ea ch t ea ch er ’s con cer n (s) w it h fa ct b a sed in for m a t ion a n d , if n eed ed , a llow s t ea ch er s t o b en ch -m a r k a d d it ion a l sch ools. T h is p r ocess t a k es t im e, bu t it is con v in cin g, a n d su ch d et er m in ed com m it m en t t o ch a n ge is a ch a r a ct er -ist ic of effect ive lea d er sh ip.

Bu ild in g v ision a n d m ission st a t em en t s a n d d et er m in in g t h e sch ool’s cor e va lu es is t h e n ext st e p in t h e t r a n sfor m a t ion p r ocess. Vision com es fr om a gr eed u p on cor e va lu es, d esir ed p a t t er n s of b eh av ior, a n d com m on ly h eld a t t it u d es a n d a sp ir a t ion s. Vision is a fu t u r ist ic st a t em en t w h ich clea r ly p r oject s t h e or ga n iza t ion ’s d ir ect ion for a t lea st 30 yea r s (Dr u ck er, 1974). A sch ool’s v ision em b od ies b eliefs a b ou t sch oolin g a n d it s p u r p ose for t h e fu t u r e. Mission st a t em en t s a lso com e fr om cor e va lu es a n d a t t it u d es. A m ission st a t em en t p r ov id es a sp ecifi c im a ge of t h e fu t u r e, is b r oa d in scop e, a n d a llow s for d r ea m in g, bu t p a in t s a r ea list ic, a t t a in a ble fu t u r e. Goa ls com e fr om t h e sch ool’s cor e va lu es a n d st a t e sp ecifi ca lly w h a t t h e sch ool in t en d s t o a ccom p lish . Lon g-r a n ge in n a t u r e, t h ey a r e a ct ion st a t em en t s t h a t r efl ect t h e v ision a n d m ission of t h e sch ool. Few in n u m -b er, goa ls a r e sp ecifi c en ou gh t o p r ov id e t h e fou n d a t ion for st r a t e gic p la n n in g a n d t a n gi-ble en ou gh t o p r ov id e in d ices t o m ea su r e t h e sch ool’s p r ogr ess.

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La r ge a n d sm a ll gr ou p session s w ill b e u sed t h r ou gh ou t t h is p r ocess t o a ch ieve m a xim u m t ea ch er in p u t a n d p r om ot e con sen su s bu ild -in g. S-in ce cor e va lu es a r e t h e m or a l a n d p h ilosop h ica l fa b r ic fr om w h ich goa ls a r e d evelop ed , sm a ll focu s gr ou p s follow a la r ge gr ou p session w h er e a list of cor e va lu es a r e p r esen t ed a n d d iscu ssed . Sm a ll gr ou p s p r o-m ot e close exa o-m in a t ion of issu es a n d t h e sh a r in g of in t r in sic feelin gs n ecessa r y t o op en a n d h on est com m u n ica t ion a m on g t ea ch er s. Wh en t h ese gr ou p s h ave id en t ifi ed t h eir cor e va lu es, t h ey a r e d iscu ssed a n d con sen su s is r ea ch ed in a la r ge gr ou p session . T h e d evelop m en t of m ission a n d v ision st a t e-m en t s is con d u ct ed in t h e sa e-m e for e-m a t .

T h e t h ir d p h a se of t h e t r a n sfor m a t ion p r ocess is t h e id en t ifi ca t ion of t h e p r ocess t h a t com p let es t h e t a sk of r een gin eer in g. TQM p r ov id es a h olist ic, em p ow er ed , b ot t om -u p a p p r oa ch t o t r a n sfor m in g sch ools, a n d m a n y of t h e q u a lit y m a n a gem en t p r in cip les a r e u sed t h r ou gh ou t t h is r een gin eer in g p r ocess. H er e, p r in cip a ls ca ll on t ea ch er s fr om t r a n sfor m ed sch ools u sin g TQM a s it s p r ocess t o h elp t ea ch er s see h ow t h e sch ool’s goa ls, m ission , a n d v ision ca n b e a p p lied t o t h eir p r ofession a l r esp on sib ilit ies a n d t h eir cla ssr oom in st r u ct ion . Tea ch er s fr om TQM sch ools h ave t h e n ecessa r y cr ed ib ilit y essen -t ia l for -t ea ch er -t r a in in g -t o b e effec-t ive. T h ese t ea ch er s h ave gon e t h r ou gh t h e a sim ila r p r ocess a n d ca n a n sw er m a n y of p r a ct ica l q u est ion s t ea ch er s m ay h ave. T h ey a r e a ble t o r ela t e p er son a l exp er ien ces t h a t a d d cr ed ib ilit y t o t h e effect iven ess of TQM a s a t r a n sfor -m a t ion a l p r ocess. Mor eover, t ea ch er s r ea lize t h a t if t h eir p eer s ca n a d op t TQM a s a t r a n s-for m a t ion a l p r ocess a n d a ch ieve it s in t en d ed r esu lt s, t h ey ca n , t oo. T h is r esu lt s in gr ea t er self-con fi d en ce a n d fu r t h er m ot iva t es t h e st a ff t o em b r a ce t h e t en et s of TQM’s m a n a ge-m en t p r in cip les.

In r een gin eer in g, Ch a m py (1995) m a in t a in s t h a t em p loyee sa t isfa ct ion w it h t h e n ew p r ocess p r eced es q u a lit y p r od u ct s a n d ser -v ices. Tea ch er s m u st h a-ve ow n er sh ip of t h e n ew p r ocess a n d b e sa t isfi ed t h a t t h e goa ls of sch oolin g a r e com p a t ible w it h t h eir ow n va lu es a n d a t t it u d es. Wh en t ea ch er s’ n eed s a r e m et , t h ey ca n t h en con cen t r a t e on m eet -in g t h e n eed s of t h eir st u d en t s a n d on q u a lit y ou t com es. Beca u se t ea ch er s t h em selves r een gin eer ed t h e d eliver y sy st em , t h e issu e of a ccou n t a b ilit y is m oot . P r od u cin g q u a lit y p r od u ct s n ow r est s sq u a r ely on t h eir sh ou l-d er s. An l-d b eca u se t h ey l-d evelop el-d t h e goa ls of sch oolin g, t h ey k n ow t h e eva lu a t ion st a n -d a r -d s a n -d cr it er ia for p er for m a n ce.

In TQM sch ools, t ea ch er s b ecom e t h e d eci-sion m a k er s a n d p r oblem solver s a n d h ave t h e a b ilit y, w it h in t ea m s, t o cr oss

in t er d iscip lin a r y b ou n d a r ies a s t h ey wor k

t ow a r d im p lem en t in g t h e p r ocess of sch oolin g – t h e TQM p r in cip les a n d m a n a gem en t p h ilos-op h y. Wh en t h ese t ea m s fu n ct ion w it h in a n d a cr oss gr a d e levels or d ep a r t m en t s, t h ey im p lem en t a p r ocess t h a t t r a n scen d s st r u ct u r es a n d b ou n d a r ies a n d m a k es ct h e cu r r icu -lu m a n d t h e in st r u ct ion a l d eliver y sy st em a h olist ic p r ocess d evoid of t h e st r u ct u r a l b a r r i-er s fou n d in t r a d it ion a l sch ools. E q u a lly im p or t a n t is t h e a b ilit y of t h ese t ea m s t o a d ju st r a p id ly t o t h e ext er n a l n eed s a n d for ces b r ou gh t t o b ea r on sch ools. Th eir em p ower ed b a se a llow s for fl exib ilit y in t h e in st r u ct ion a l sy st em in or d er t o a d d r ess t h e con cer n s a n d n eed s of t h eir p r im a r y cu st om er – t h e st u d en t .

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