Wheatley Image

Wheatley’s reading reminds me of the story of the pearl.....

In the past, it was believed that at some time in the course of the oyster’s development, a foreign substance such as a grain of sand gets into the little muscle and irritates the oyster. In response, the oyster covers that irritant with a secretion. The longer the irritation is there, the more the oyster coats it. Pearl oysters vary in size and can be quite rough and ugly. Yet what is happening inside is a combination of rainbows, moonlight, and bits of flame. Once the oyster accepts the irritation as part of itself, the pearl begins to develop. The worst storms, gales, even hurricanes will not dislodge it. As time goes by and this oyster is finally pulled up from the bed where it has been for many years, it is opened only to reveal a beautiful pearl.

Today researchers have found that oysters make pearls in response to a mantle injury. Sometimes a wound will heal in such a way that a cyst or pocket forms which fills with calcium carbonate from the mantle’s secretor cells. These excretions in response to the injury are what become the pearl.

Without an irritant or injury, there would be NO beautiful pearls. Often times in education we have to hit the bottom to see we are in need of change. We become overwhelmed, struggle to balance it all and yet in the end we are able to evidence the beautiful pearls that have come from the tough times!

“Dissipative structures demonstrate that disorder can be a source of new order, and that growth appears from disequilibrium, not balance. The things we fear most in organizations- disruptions, confusion, chaos-need not be interpreted as signs that we are about to be destroyed. Instead, these conditions are necessary to awaken creativity….order out of chaos” (Wheatley, p.21)

As for education, how do we move beyond what we know?
Rather than remaining like “bewildered shamans, performing rituals passed down to us, hoping they will perform miracles” (p. 28)

Symbol for my Organization’s Culture

The image that comes to mind at first thought is the sailboat. Our district has been on a journey for several years. We began by reading Conyers and Ewy’s Charting Your Course, targeting our organizational values, direction and expectations. The goal was to align the random acts to set forth in the same direction. This reference gave us a glance at one system’s lessons they learned during their journey toward continuous improvement and a model for performance excellence.

As we began the journey, the sails were ripped and torn causing us to depend on the waves in many cases, sometimes even ripples. It was not until the mainsail (Raising Achievement and Closing the Gap Model) was hoisted that the direction was clearly defined for all stakeholders.

As the journey continued, our sailboat was launched into the race amongst many other districts with their own designs of sailboats. In many cases, we came in first in the race to the top. However, in other areas we still work daily to catch up.

As referenced by Schein in Organizational Culture, our organization had become more than group norms, there was a learning climate throughout the various levels. We had moved from a teaching system to a learning system. Staff trainings were at much deeper levels than ever before in the history of the organization. The culture began to change.

Along the way, there were rocks that would bring us to a pause or cause us to tweak the height of sails. However, the mission stayed on course.

Today, our interim superintendent refers to this same course, yet is working on “trimming the sails” based on stakeholder feedback. There is uncertainty amongst the sailors and teams in specific areas. However, the ship is still in route waiting for the direction of the wind to determine the final launch.

What are the strengths and limitations to the structure I inhabit?

For the purpose of this entry, I will focus on my district as an organization encompassing the structural framework’s drivers and barriers.



Based on the fact that my organization is a Baldrige National Quality Blue Ribbon Winner, there is data to support the structural framework. The key drivers of the organization are:
1. an aligned, integrated management system
2. a continuous improvement model utilized to produce measurable results

Training is provided for the creation and alignment of District and School Improvement Plans. The expectations are clear. Specific feedback and coaching is provided quarterly to support the work of all organizations within the larger framework. The alignment of systems begins with NC BOE requirements and goals and goes all the way to the students as they write their own goals based on their learning gaps.

The work of our system is based on measurable data and is continuously monitored to change the work and processes when the data indicates it is not working. The data is transparent for all stakeholders. Two-way communication allows stakeholders to have input in the processes.

Annual reviews occur to monitor district processes in all departments and adjust funds where needed. The departments share funds to ensure the gaps are addressed. Annual review information is reported back to all schools, classrooms and located on the district webpage for all stakeholders to view if interested.

In this system, student achievement, academics and operational data is increasing while the climate and Teacher Working Conditions data is on the decline. This leads me to the barriers of this system.

We find there are barriers that tend to be just as strong in this type of organization. The first is the lack of human resource focus. It is very data driven, not people driven. The focus is on improving the system, not the people.
I have witnessed mass turnover due to the tight requirements and work loads data driven empowerment brings.
There is also very little room for stepping outside of the system without having data to support the change. Even being innovative requires extra paperwork and red tape to prove your way may be better. This is frustrating for many Theory Y and right brain workers.

With the recent changes in senior leadership, we are experiencing a shift in our organizational structure. The shift in drivers and barriers are evident. While we are heading to a more Human Resource Structure, the lack of barriers are becoming the drivers while the lack of the enablers are becoming the drivers. The shift is causing an uneasy sense with the level of uncertainty for many. While those who prefer the Human Resource Structure are beginning to celebrate a bit.

What metaphors do educational organizations typically use to describe their approach to human resources? How well do those metaphors work?

An educational organization has to decide what kind of organization it is, who its customers are, what and how that message will be delivered in an effort to “market” its purpose.

In my experience, the most common metaphors used is “the school as a community” or “the school as a family”. These are used to describe the warm, fuzzy place where one would feel support and open communication practices. “Community” and “family” are about relationships that exist between and among people.

The image of school as a learning community is based on shared beliefs, values, and attitudes. This approach means that relationships are based on belonging, providing members with security, sense and meaning. The ties that bind us come from sharing with others a common commitment to a set of ideas and ideals. Building community requires us to put human needs before organizational needs.

School as community or family requires a different focus than many of us are trained to develop. Most school organizations are more formalized and tend to focus on predetermined roles and expectations. Their practice is more evaluative embodied in policies, rules and protocols.

Building “community and family” through school culture requires leaders that have a strong sense of empowering the workers, team building, trusting the workers, constructive feedback and open dialogue.

Leaders in an organization must see beyond the immediate surroundings in order to stir the emotions and feelings of others. Metaphoric language is at the heart of every organizational leader in an effort to provide a humanistic framework for enhancing teaching and practice. Metaphors are unseen influencers. Since leadership is the exercise of influence, the choice of metaphor is a source of power for leader.

Which of the four frames is most commonly used among educational leaders?

The timing of this question is quite interesting. With recently losing our superintendent, the shift of frames is very evident amongst many of our organization's employees. For some, this is relief. For others, it is bringing a level of uncertainty.

Our previous frame was heavily focused on the Structural and Political Frames. We had a common focus, with clear cut evidences, processes, mission, goals and a VERY defined hierarchy system. There was never any questions about where we were to emphasize the work and priorities in our organization. Politics was embedded throughout the district as we worked to "sell" our level of progress. Recently receiving the National Baldrige Blue Ribbon Award, State Superintendent of the Year and establishing a Leadership Academy to bring other districts to ours were only a few of the more evident political moves taking place. The community was divided as to the demands of the work. Yet, the increasing data was the driving force.

More recently, our interim Superintendent has made it clear we are heading down the same course with a focus on the Human Resources Frame and giving back "power" to the leaders of the schools. This shift has relieved the work, but stressed the question of alignment for many. The shift has occurred as a result of the "loud uproar" from the community regarding the years of pressure and lack of "happiness" amongst the workers.

I have worked in my current system in various areas since 1994. I have watched different leaders change frames based on what is happening in the community or current situation as they served in their roles. It has shifted throughout each frame at one time or another guided by the fact that "the leader" had a leader - the BOE and the community. It is the "Good Ol' Boy" County. Being that the Board of Education ultimately answers to it's community in our case, the pressure to "play the game" is most obvious. Based on these observations over time, the underlying Frame continues to be Political.

The view of which frame most often occurs depends on who and where you are in a system.

As an employee in the system, we see and feel the Structural Frame of rules, policies, and the hierarchy that must be present to keep the processes and systems aligned in an effort to avoid certain chaos. It is by no means the most favored frame, yet must exist in order to provide a constant for turnover and order.

As leaders of various levels of systems, relationships must be established in order to help stakeholders feel productive and keep them returning day in and out to do the work. This is present at varying degrees. Often times, "back pats" and "warm fuzzies" are needed to refocus a worn out employee. However, there are other cases where the warmth would be inappropriate for an ineffective, defiant employee in need of performance improvement. It all aligns to Hersey and Blanchard's Situational Leadership theories.

Along these same lines, one must learn to utilize and respect the Symbolic Frame when dealing with the diverse employees, students, cultures and families we serve on a day to day basis. Without recognizing and respecting the diversity of your current organization there would be a feeling of disconnect amongst the members. A personal goal of leaders should be to bring this frame into light more often within the school and larger educational organization in an effort to unite its members working toward a common vision, mission and goal. We make this attempt in education at the surface level in most cases.

All frames have their place in an organization depending on the factors surrounding the institutions of that system. Learning to use each one effectively and timely is the key to making the system work!