Reseña del libro "Transforming School Culture: Case Studies for Systemic School Change (en Inglés)"
Strategic Transformation and Resiliency Theory for Systemic Change (START-SC) is a conceptual model for analyzing key variables affecting most school settings. Perspective Transformation (Mezirow, 1991), Action Research (Stringer, 1996), and Resiliency Theory (Benard, 2004; Henderson & Milstein, 2003) comprise the major frameworks of the model. The START-SC paradigm for school change assumes that relationships are the focus of organizational goals, pressures for change are persistent and intense, self-renewal is a key goal of the organization, standards are identifiable, and ecological balance within the organization is desirable. The model helps practitioners (a) assess factors that lead to harmful and counterproductive behaviors in schools, (b) identify areas for school-wide change and renewal, and (c) employ perspective transformation as an approach to problem-solving. Additionally, START-SC provides practitioners opportunities to engage in action research to address priorities for change. I wrote this book for many reasons. After I formally retired from the educational profession, I enjoyed the luxury of viewing my experiences in retrospect. Doing so gave me a chance to reconcile what I now see as a significant discrepancy between what was and what could have been. Now that I can see my career from a distance, I can't remember the number of times I said, "If I knew then what I know now, things would be different today." As I learned to reflect on my experiences, I gained incredible insight into the nature of the politically motivated educational system in America and the character of the people involved. In the early days, I learned from trial and error. More recently, both the nature and quality of my inquiries have changed radically since I began my professional journey back in 1975. My experiences as a high school English teacher, associate high school principal, junior high school principal, director of curriculum, and university professor have informed my point of view. I desire to share with you what I have learned so far. This one thing I know - I tried hard to do what was good and right and true while I was on my watch. When I was in the trenches, I used to blame the system, economics, or racism for the outcomes I observed. But now, after years of rumination, critical study of theory, and hard-earned experience, I am ready to acknowledge that many of the problems with our educational system are systemic. This book addresses the systemic nature of change, especially in public education. Education has been my life's work, placing me in contact with thousands of people. Rather than leave quietly, walking away with my pension and my insurance, my memories and my scars, I am choosing to share my insights - in this "exit interview" of sorts. I feel wiser, somehow, and I hope my wisdom can benefit others. I believe many of the reflections in this book will make practitioners take a second look at our educational enterprise. Or maybe the insights will create cognitive dissonance, suggesting alternative solutions for some of the tough dilemmas that confront both teachers and administrators in these challenging times. At the very least, I hope this book will give you a set of tools for problem-solving in an evolving educational system.
