Teach & Serve II, No. 4 – Fight the System
August 31, 2016
Because we often venerate those who came before us in our institutions, we tend to venerate the systems they created right along with them.
We sometimes talk about “human systems” – the architecture of people who live and work and journey together. These human systems are the ways we relate, the hierarchies we put in place to deal with one another. They help orient where we stand. And how. They are important sociological structures that keep our schools functioning. Without these, our schools would descend into chaos.
Of the many elements that unite schools – private, public, charter and otherwise – perhaps none are so prominent as the fact that schools are places which rely on human systems that create systems on which we all rely. Attendance procedures, grading scales, assignment turn in policies, employee handbooks, you name it, schools have them. They prescribe how cell phones are to be used, where food can be consumed, how people (students and faculty alike) can dress. Systems and structures abound in school settings. Even those schools that cast themselves as innovative and free, open and would like to suggest they don’t have systems do. They have systems. They have structures.
How does a student get out of class to go to Counseling? Fill out a pass. Have it signed and countersigned. System.
When does a teacher round up a students’ grade? Check the manual. System.
How do we get to the parking lot during a fire drill? System.
What are the on-boarding procedures for our new faculty and staff? System.
Here’s where the trouble comes. We sometimes define ourselves and our schools by our systems. Because we normally do good work and our schools and collaborate to develop solid systems, it’s hard to recognize when the time has come to shut them down. Because we typically trust the people with whom we’ve created said systems, we have trust in the systems themselves. Because we often venerate those who came before us in our institutions, we tend to venerate the systems they created right along with them.
Therefore, we sometimes adhere to systems long after we should for fear of offending someone. We resist updating outmoded policies and procedures because Janney designed them in 1998 and we love Janney.
No one wants to make Janney feel bad.
But that’s not the point, is it? The point is, as our schools move through the years, the systems that looked so shiny, so snappy and so smart when we designed them inevitably show their wear-and-tear.
How many libraries in our schools kept the card catalogs years longer than necessary? Raise your hand if your school still has it…
How many schools resisted moving to data driven decision making processes because the systems they had in place – largely anecdotal, often inaccurate – had worked just fine for years, thank you very much.
How many schools continue to prop up old systems instead of building new ones?
Break up the system. The system is not the person.
Schools that are forward thinking, ready to adapt and change to meet the needs of any new day, understand that systems must change even when the people behind them do not change. Schools that do this with facility build into their systems the understanding that they are temporary, that they will become obsolete. This is stated truth and lived fact.
It’s often not the people who need to change, it’s the system.
Separate the two.
Fight the system.