The Story of Systems Thinking in Schools

• In Event: The Story of Systems Thinking in Schools

Abstract

The purpose of this session is to highlight the practical work of the Systems Thinking in Schools (STIS) project taking place in many schools throughout the United States. The STIS project introduces systems thinking tools for improving student, teacher, and administrator learning.
This interactive session will include a history of systems thinking in schools, related exemplars of student learning, and applications for school principals and leadership teams (Kohm & Nance, 2007; Senge, et al., 2000).
For more than two decades, PreK-12 educators have utilized the habits, concepts and tools of systems thinking to enhance student learning. The Waters Foundation has supported the continuous development of the STIS project since 1988. This development has progressed through stages of experimentation with applications, refinement of applications of promise, action research to test dissemination potential, and ongoing integration of research-based practices. Educators continue to build on the habits and to develop skilled use of the tools and concepts of systems thinking throughout intermediate grades, middle school, and high school while also modeling the use of systems thinking in school improvement and organizational decision- making. As a result of training, related networking and coaching from experts in the field of education and system dynamics, support for the work of STIS has grown throughout the United States, and with that growth, reports of positive impact for both students and teachers are gathering momentum.
Teachers and administrators who participate in meetings, discussions and improvement planning sessions in which the tools of systems thinking are used to facilitate new perspectives, cause and effect analysis, and/or a big picture or long term view, gain insights and collaboration facilitated by the applications of systems thinking (Kohm & Nance, 2007, 2009). Recent research examining the use of systems thinking tools in high school leadership teams found that after using systems thinking tools, team members reported seeing and understanding important interrelationships and interdependencies among multiple types of data as well as remaining more open to diverse perspectives (Kensler, Reames, Murray & Patrick, 2011).
The Waters Foundation is currently forming an organizational structure designed to expand the capacity of educators involved in the Systems Thinking in Schools Project to conduct training on a national and international basis. Research related to the professional development model being utilized and to the initial stages of implementation at various sites is under consideration.

Scholarly Significance: The Systems Thinking Special Interest Group made a commitment last year to seek out presentations that highlight how educators in PK-12 schools and universities are applying systems thinking to improve student learning and achievement and school leadership. This presentation features the work of an assistant superintendent of curriculum and instruction from an urban school district. In this district, systems thinking is integrated into classrooms, leadership team meetings, and district-wide initiatives. Two professors in educational leadership join the presentation to offer a research perspective on the work.

Authors

• Mary Scheetz, Ritenour School District

• Lisa A.W. Kensler, Auburn University

• Beverly Nance, Maryville University