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Organizational Change in the Independent School: Promise or Peril (continued)
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Creating an atmosphere of innovation: Designing a professional development program
In designing professional development programs, heads should ideally seek organizational consultation from someone knowledgeable about organizational dynamics and professional development. If the head familiarizes the consultant with the school's strengths and struggles, the program can be tailored to address the needs of the school and of each individual. The design and implementation of an ongoing, comprehensive, effective professional development program will greatly enhance the head's credibility with his faculty, particularly if this sort of program has depth and is closely tied to both school and faculty goals. Moreover, faculty development programs lead to an atmosphere of energy and innovation.
While there are many formats for effective programs, all share several critical ingredients
First, they include regular meetings, preferably off-site, where faculty can be free from interruption. The structure and location must create a contemplative atmosphere. Second, leadership conveys the idea that these meetings are a priority by providing "release time" for them. That is, participation is not something that faculty are expected to engage in "on their own time". Third, toward that end, they are devoted exclusively to professional development. Fourth, faculty meet with an expert outside facilitator. Fifth, meetings occur at regular. predictable intervals, such as quarterly for an entire day or monthly for three hours. Sixth, group members agree to ground rules designed to ensure a supportive confidential atmosphere.
Another important aspect of these programs is that they allow heads to ask faculty to reflect on their professional goals. Specifically, in this context faculty might be asked:
1. Where do you see yourself in five years? Ten years?
2. What special innovation would you like to bring to your classroom, to your school, to the community, over the next five years?
3. What resources, connections, mentors and experiences do you need toachieve these goals?
As an adjuvant to professional development groups, heads may want to consider Balint groups.
Balint groups, created by psychoanalyst Michael Balint, were originally designed to help family doctors deepen their understanding of patients whose behavior was annoying or troubling. Each week physicians met to describe a case. Their focus was on examining their reactions to the patient. This process engendered understanding and empathy and often culminated in more compassionate treatment.
I have led these groups within independent schools with favorable results. Faculty readily grasped the notion that children are attempting to tell us something by their, at times, challenging and provocative behavior. Moreover, faculty recognized that the message could be deciphered and understood and responded to in a growth-enhancing fashion. In my experience, Balint groups have had many benefits for faculty, both intended and inadvertent. Faculty became more psychologically sophisticated about children and about child development. With improved understanding, they became more effective in the classroom and more confident with children, parents and colleagues.
Professional development groups and Balint groups are only a few of the professional development options that heads might consider. These opportunities might include implementing a faculty development program and establishing linkages with universities and other community organizations, such as those devoted to cultural activities, athletics, politics, religion, etc.
Generating an atmosphere of innovation: Building links with the broader community.
Schools can link with the broader community. Importantly, these links can culminate in the recruitment of superb faculty -- both from a college or university and from other arenas within the community.
Establishing college or university affiliations
Colleges or universities and schools can cross-pollinate in many ways to the benefit of both settings. School faculty can participate in college or university life by:
- serving as adjunct faculty,
- collaborating in research,
- attending graduate school,
- serving as Teaching Assistants in evening or weekend courses
- teaching summer school or teaching within the pre-college program
- tutoring within their subject areas
- taking sabbaticals at a local college or university
- attending college or university events such as concerts, political forums,
- athletic contests, etc.
- using the college or university health club.
Undergraduates, graduate students, and college/university faculty can participate in school life by:
- filling student teacher positions,
- serving internships (in which they are able to pursue special interests, such as stage crew, play or musical production, counseling with professional supervision, editing school newspapers, coaching sports, fundraising, and public relations),
- tutoring,
- teaching summer school,
- conducting research.
Establishing links with the community
Beyond a college or university, schools can establish links with the broader community. For example, they might collaborate with dance or music schools or other art and athletic groups. Similarly, they might partner with the international community, religious and/or multicultural groups. These collaborations might provide opportunities for the school and the faculty to further develop their skills -- as both teachers and learners -- and to become recognized in the larger community.
Seeking consultation to obtain perspective
Leading faculty to a position of greater autonomy and creativity is demanding task, an often lonely task. Heads might consider retaining an organizational consultant to work with them directly and, at the head's designation, to work with key administrators. Ideally, the consultant should have no other affiliation with the school. He or she should be well-grounded in systems theory, experienced and knowledgeable about independent schools, knowledgeable about child development, and highly confidential.
A skilled consultant can help the head understand the strengths and struggles and interpersonal dynamics within the school. The consultant can help him or her clarify and articulate a vision for the school, set goals, identify obstacles to the achievement of these goals and develop strategies for overcoming them.
Lynn Friedman, Ph.D. is a Bethesda, MD-based clinical psychologist and an organizational/professional development consultant with a specialty in independent schools. She is a practitioner-faculty member at Johns Hopkins University. She works with school heads, boards, division directors, administrators, faculty groups and parents around issues in change management, governance, mission, professional development, listening/communication skills, understanding developmental milestones, building community, developing character and building healthy schools. In her psychotherapy practice, she works with adults, adolescents, middle schoolers, couples and families. She writes for the Washington Post interactive site and for various school venues. To receive notification of her latest articles sign up on her website For those seeking consultation, she can be reached at; (301) 656-9650.
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Write Dr. Lynn Friedman