Document Type
Issue Area Six
Abstract
Schools can be a positive force for change by being courageously and passionately committed to a vision that focuses on the learner.
Schools can become flexible with resources. An enterprising environment demands a high degree of flexibility with resources and a high tolerance for diverse implementation techniques. Schools must have the flexibility to shift resources from areas of low productivity to new ventures and areas of higher productivity. This flexibility calls for a reduction in rules that restrict enterprising activity and a greater tolerance on the part of decision makers for the ambiguity that is a result of enterprising activity.
Schools can develop and support a learner-centered vision. The concept of "vision" as it's currently practiced in business and education is the modern equivalent of the emperor who has no clothes. These visions are typically developed by a handful of individuals who then disseminate these statements to everyone with the expectation that there will be unanimous commitment. Rarely does this happen! Individuals may on occasion proudly point out their vision statement on the wall, but they have no passionate commitment to its pursuit.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
5
Issue
2
First Page
245
Last Page
248
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1994 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Knowles, Maryellen
(1994)
"Issue Area Six: Changing Schools for a Changing Society: The Schools as a Positive Force,"
Institute for Educational Leadership Monograph Series: Vol. 5:
No.
2, Article 58.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol5/iss2/58
