Understanding systems may be our best hope for making meaningful change across the many dimensions of our lives at home, at school, and at work. The system lens helps us see events as a part of trends and those trends as a part of an underlying structure. This understanding provides us with improved ways of managing in this world of complex education systems.
Read MoreContinual improvement guided by the 14 Principles is not a project or program to be implemented, but rather a never-ending commitment to quality. With that mindset framing in hand, a recap of each of the principles that have been discussed in this series follows.
Read MoreIn January and February, I outlined six common management myths. The point of those two posts was to help education systems leaders see what not to do. I’m now turning to a set of principles that can be used by these same leaders to guide their transformation work. Last month, I introduced the 14 Principles for Educational Systems Transformation. In this post I’ll describe the third principle, Cease Dependence on Inspection to Achieve Quality. It is worth noting that the 14 Principles are mutually supporting, so it is important to understand all of them rather than studying them in isolation. An in-depth discussion of the Principles for Transformation can be found in Chapter 3 of my recently released book Win-Win: W. Edwards Deming, the System of Profound Knowledge, and the Science of Improving Schools.
Read MoreIn January and February, I outlined six common management myths. The point of those two posts was to help education systems leaders see what not to do. I’m now turning to a set of principles that can be used by these same leaders to guide their transformation work. Last month, I introduced the 14 Principles for Educational Systems Transformation. In this post I’ll describe the second principle, Adopt the New Philosophy.
Read MoreIn January and February, I outlined six common management myths. The point of those two posts was to help education systems leaders see what not to do. I’m now turning to a set of principles that can be used by these same leaders to guide their transformation work. I’ll kick things off this month with a brief introduction and a bit of background information regarding the 14 Principles for Educational Systems Transformation. From there, I’ll describe each of the principles through twice monthly posts from April through November.
Read MoreOver the last two months, I described six common management myths W. Edwards Deming worked to dispel. In January, I tackled the myth of best practices, the myth of the hero educator, and the myth of performance appraisal. In February, I turned to another set of three myths including the myth of merit pay, the myth of accountability, and the myth of extrinsic motivators. The point of these two posts was to help education systems leaders see what not to do. I’m now going to turn to a set of 14 Principles that can be used by educational leaders to guide their transformation work. I’ll kick things off this month with an introduction to the Principles for Transformation. After this introduction, I’ll write twice monthly posts describing each principle.
Read MoreLast month, I posed the following question - Do we really need to transform our education system? - and posited that any attempts at transformation needed to sit on top of a solid philosophical foundation. The purpose of this blog post is to make the case for transformation from the prevailing style of management to the philosophy developed by W. Edwards Deming across a lifetime of continual improvement work. It is on this foundation that our education system should stand rather than constantly shifting in the wind based on management mythology, the latest testing data points, and political pet projects.
Read MoreThere are frequent calls for transformation and reform in the education sector going back decades. As a starting point, I’m going to examine two reports -- one well-known (“A Nation at Risk”) and the other lesser so (the “Sandia Report”) -- that attempt to answer the question posed in the title. Over the next several posts, I will offer my own thoughts as to the need for educational transformation (spoiler alert, I think it is necessary). In those future articles, I’ll provide a definition for transformation as well as a description for what exactly we would be transforming from and what we would be transforming to. But first, let’s dive into those two reports.
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