Schools are dynamic when: teachers make many school-wide decisions; everyone is part of a "community of learners" (R. Barth); teachers and administrators are sharing and discussing new and progressive ideas about learning and teaching; it is set in a "small" or communal atmosphere; teachers and administrators are risky and willing to take a chance on a new idea.
Where is the proof that schools are dynamic when: teachers make many school-wide decisions; everyone is part of a "community of learners" (R. Barth); teachers and administrators are sharing and discussing new and progressive ideas about learning and teaching; it is set in a "small" or communal atmosphere; teachers and administrators are risky and willing to take a chance on a new idea?
Research validate the effectiveness of each of the characteristics above as making schools more exciting places to work and learn. Research also proves that these characteristics make schools more successful learning institutions. Various authors have pointed this out in their works:
On empowerment- liveliness and success: Kouzes and Posner, 1987: "Enlisting others in decision-making processes and empowering them to act on their ideas is one of the most significant and effective strategies used by capable leaders."
Manna, 1999: "Harsh realities have driven this feeling, this craving for ownership underground. The feeling is elusive, yet it still exists. "I've felt its power...I've seen it widen the eyes of the most jaded, most cynical teachers. An invisible form of energy seems to radiate throughout the group. For an instant, hope is tangible."
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On small schools- creating intimacy and a new vitality: Klonsky, S, Klonsky, M, 1999: "small schools...offer promise as a systemic as well as local strategy to deal with the lack of personalization in our increasingly large schools and school districts."
On teachers and administrators sharing progressive ideas- circulating excitement: Bradley, Hoff, Manzo, 1999: "80 percent of teachers wanted additional time to learn new practices with their colleagues. "These teachers want more time for the kind of rich professional development that comes from sharing knowledge and expertise with colleagues"
On risk-taking- encouraging dynamic teaching: Cunningham and Gresso, 1993: "Excellent work cultures are structured to create, support and protect skunkworks...they provide some freedom for those individuals to test ideas, and, if successful, they encourage efforts to institute the ideas."
Wagner, 1998: "Responsible risk-taking and entrepreneurship are essential qualities in any research-and-development effort attempting to pioneer and perfect new best practice. But too often in education, such behavior is punished, not rewarded...leaders need to work with these individuals to identify and change the rules that thwart good teaching and effective school-based leadership. "
On building a "community of learners"- renewing the passion to learn: Barth, 1990: "The energy, the fun, the commitment around leadership comes from brainstorming one's own solutions and then trying to implement them."
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