BLOCK SCHEDULING & SYSTEMS THINKING

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

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any school considering integrating block scheduling into the school would gather together faculty, students, administrators, parents and other relevant parties and attempt to arrive a common understanding of why the school needs block scheduling. The pros and the cons would be thoroughly considered and discussed. As a group, they would slowly articulate why the change is needed, and how the change process would begin and develop. Wesson and Kudlacz (2000) point out that once the vision is established, certain key members could be selected. These members would investigate various components of the block scheduling process such as the time and resources needed, staff readiness, process/content coordination, and so forth. Each component in the process would be presented to the larger system for consideration and modification if required by the needs and goals of their school. Once the larger system agrees to components, a process of implementation could begin. However, even at the implementation stage, there will need to be procedures that allow for all members of the system to provide input on how the implementation process is proceeding. An important point made by Lewis (1999) in her discussion of block scheduling is that syst

Category: Psychology - B