This paper examines the use of the systems model (sometimes referred to as "systems thinking") as it relates to the integration of block scheduling into an existing school system. The paper begins with a brief definition and description of block scheduling and systems thinking. It then goes on to list the steps that would be required to utilize systems thinking to integrate block scheduling into a given school system.
Block Scheduling and Systems Thinking: Definitions and Descriptions
Conley (1992) states that the "systems model" of education is a general philosophy which holds that any given school is an institution that operates in a systemic way. This means that the systems perspective holds that a school is the sum of its parts and of all of the people involved with the school in some way(administrators, teachers, students, support staff, parents, and community members).
The systems model also states that the members of the system should be allowed at least some input into the operation of the school. Specifically, the model holds that if the school is to perform successfully, all individuals in each subsystem must have access to required information as well as at least some decisional power in school programs and policies. According to Conley (1992) when schools begin reform or restructuring efforts such as block scheduling, systems thinking requires that the project not be unconnected to the other policies, practices, and projects that are ongoing at the school Instead, all members of the system must work together to develop an overarching vision of how the program will fit into the general school climate and environment. This approach to vision building is bottom-up. The leader does not possess the vision; it is developed by everyone in the organization school with the administration acting as a leader in terms of facilitating, guiding and supporting the integration process. This vision not only sets the tone but al...