engaged institutions: partnering for transformation in ... · peter senge, et.al. (2005). presence...
TRANSCRIPT
ENGAGED INSTITUTIONS: PARTNERING FOR TRANSFORMATION IN RURAL PLACES
Presented atRural Education Working Group ConferenceTuskegee UniversityMay 17, 2008
byDoris Terry Williams, Ed. D.
Questions for Thought2
What does it mean to be an engaged institution? What is the change we are seeking in our rural schools and communities?For whom are we seeking change?For what purpose or to what end do we seek change?At what cost will we pursue change? At whose cost?
Place-Based Education…3
…Learning that is rooted in the unique history, environment,
economy, and culture of a particular place
The community is the context for learning
Student work focuses on important community issues
Community members are resources and partners in teaching and learningProducts of student learning address community needs.
Place-Based Education…
Pairs relevance with academic rigor
Deep thinking in critical content areasSustained academic work as researchers and scholars
Meet or exceed state and local accountability standards
4
Place-Based Education…5
Models the democratic principles upon which this nation was built
Challenges historic patterns of racism, power and low expectations for some childrenValues the contribution that every child can makeHonors every child’s right to exist and succeed
Place-Based Education
Increases the social capital available to address pressing community needs and interests
Engages youths in partnerships with adults and organizations to provide services the community might not otherwise be able to provideStrengthens young people’s ties to their communities
6
In the schoolIn the relationship between the school and communityIn educator preparation and developmentIn the relationship between the academy and the community
Implications for Change7
A Community Development Framework for Place-Based Education
8
The process by which a community
Creates, retains, and reinvests wealth
Raises standard of living
Improves quality of life
Community Development9
Happens only when wealth is retained and reinvested in
Enterprises to keep them strong and efficientPeople to keep them healthy, engaged, and productivePhysical infrastructure to ensure that people live healthy lives and enterprises can competeInstitutions to keep them strong and resourceful
Community Development Framework
Social InfrastructureSocial InfrastructureCivic EngagementCivic EngagementHuman ServicesHuman ServicesLeadership DevelopmentLeadership Development
Physical InfrastructurePhysical InfrastructureTransportation/Transportation/CommunicationCommunicationEnvironmentalEnvironmentalProtectionProtectionLand Use PlanningLand Use Planning
Workforce DevelopmentWorkforce DevelopmentPKPK--Work (Children)Work (Children)Continuing Education & Continuing Education & Retraining (Adults)Retraining (Adults)Preparation of thePreparation of theUnderUnder--skilledskilled
Economic DevelopmentEconomic DevelopmentReinvestmentReinvestmentBusiness ExpansionBusiness ExpansionSmall Business Small Business DevelopmentDevelopment
10
Multiple Entry Points11
Community Issues
Teacher
Student
Student Engagement
Achievement Gap
Standards
Economics
Infrastructure
Workforce
(c) Rural School & Community Trust, 2005, Rev. 2006
Other
Population Change
Race and Racism
Learning With Public
Purpose
School Issues Individual Interests
In the schoolIn the relationship between school and communityIn educator preparation and developmentIn the relationship between the academy and the community
Further Implications for Change12
Change to What End?13
Fix an immediate problem or conditionTeach stakeholders how to fix itHelp stakeholders to understand itTransform the thought and behavior of stakeholders with respect to it
Adapted from Nebraska Rural Learning Center’s practical interpretation of transformational change theory
Change to What End?
Level 1 Change: Fixing It ImmediatelyLooks Like… Solutions
Provided By…Relationships Kind of Change
Fix a problem or situation quickly
Short-term projects, e.g., cleaning a stream; improving water and sewer infrastructures
Local or outside resource providers
You come and fix or do this for our community
Very little learning or change in thought or behavior
14
Change to What End?
Level 2 Change: Teaching Others to Fix It
Goal Looks Like… Solutions Provided By…
Relationships Kind of Change
Teach others to fix a problem or condition
Training in “best practices”
Pre-defined step-by-step processes
Dependency – We need you to teach us what to do and how
Learning is narrowly focused; change is non-systemic; process might not work for that community
15
Change to What End?
Level 3 Change: Understanding It
Goal Looks Like… Solutions Provided By…
Relationships Kind of Change
Help others to understand it
Research; data analysis
Dependency on “expert” skills and knowledge to enable stakeholder action
Understanding of the problem and/or results of past and current behavior
16
Change to What End?
Level 4 Change: Transforming Behavior
Goal Looks Like… Solutions Provided By…
Relationships Kind of Change
Transform thought and behavior
Co-discovery knowledge and solutions; facilitators acknowledging they do not have the solution; “messy”
Stakeholders Co-dependency Transformation of thought and behavior; sustainable; systemic
17
Partnering for Change18
Where Change Must Occur
University SchoolCommunity
What does a partnership for transformational change look like?
Picturing a Partnership for Change19
Partnership Design: Levels 1-320
Partnership Design: Level 421
Partnership Design: Level 4
Communities
Higher Education
Institutions
Funders
Regional Hubs
Other Practitioners
Statewide Initiative
22
Adapted from Nebraska Rural Learning Center
Partnership Design: Level 4
23
Steps to Transformation24
Step 1Form a diverse team around the issue
MappingRe-mappingLegitimizing
Steps to Transformation25
Step 2Create a “safe space”
For stakeholdersFor facilitatorsFor “messiness”
Steps to Transformation26
Step 3 Define, clarify and reach common understanding of the issue
Acknowledge and suspend “mental models” (truth telling)Clarify the languageInvolve team members in shared experience
Steps to Transformation27
Step 4Develop a learning agenda
See and understand different perspectivesOpen to a new reality and new ideasCreate the “we”
Sense individual and collective connection to the issue and the larger systemUnderstand what solutions will serve the whole
Steps to Transformation28
Step 5Act
Develop prototypes, pilots and projectsGather feedbackUse feedback to improveDisseminateInstitutionalize
Resources for Connecting School and Community29
Rural School and Community Trust (2003). Connecting School and Community: A Facilitator’s Guide.Peter Senge, et.al. (2005). PresencePeter Senge (2006). The Fifth DisciplineAdam Kahane & Zaid Hassan (2005). The U Process: A Social Technology for Addressing Highly Complex ChallengesRural School and Community Trust (2002). Portfolio Based Assessment System
