Some Lessons on the Path to Learning for All

School Administrator, June, 1994 by Gary S. Mathews

'Teaching for learning for all" is an ongoing challenge that must be solved. Like school improvement and restructuring, it requires sufficient consensus. Too many stakeholders, in and out of school, question and fear change, despite all the rhetoric about the need to change.

Stakeholders have conflicting agendas: phonics versus whole language; prayer or strict separation of church and school; ability grouping, flexible grouping, or cooperative learning. Some stakeholders demand strict standards.

To cope with these conflicting priorities, the school improvement process must attain sufficient consensus--which to me means at least 75 percent agreement among each stakeholder group, however identified, on matters that sorely divide professional educators and the community at large.

As consensus develops, stakeholders realize that change efforts are based on cooperation, emphasize group unity, accommodate all group concerns, allow creative ideas to be explored, seek a "win-win" philosophy, and develop greater commitment.

By the time consensus is reached, all sides have been heard. Consensus making is slower than vote-taking or "boss management," but such change is more likely to endure.

Lessons Applied

Some lessons learned during my Spring Branch experience that I am trying to heed as superintendent in St. Johns County include:

* When school personnel fail to communicate clearly to their many publics the data, research, and mission for a significant educational change before its implementation, misunderstanding and even opposition are sure to arise. Sufficient consensus is needed from the school staff and community.

* A school is unlikely to improve under siege, no matter how well-intentioned and appropriate the purpose.

* The superintendent must understand and work toward both of the above lessons.