What Is the Whole School System?
The Whole School System
At its broadest level, the ‘whole system’ in your school refers to a representation of all internal and external stakeholder groups and a representation of different demographics across those stakeholder groups.
But the people in this ‘whole system’ can only be determined by reference to the purpose or focus of any initiative (eg if you were focusing on School Health, you would engage somewhat different people to say a focus on Teaching & Learning).
As one example, for a school focused on say strategic planning, stakeholder groups could include students, parents, the school executive, year co-ordinators, subject co-ordinators, teachers, administrative staff, faith, local community and other external partners (eg school district, academics, teachers union). Demographics might include age, gender, culture, etc.
[You can also apply this principle in everyday meetings by asking “Who else should be here”. A great way of doing this is to identify the people who have Authority, Resources, Expertise, Information and Need in the context of the purpose of the meeting.]
Why It Is Important to Get the Whole System into the Room
Here are 4 reasons why it is essential to involve the ‘whole system’ for maximum results:
- You can’t hope to change the system unless you understand it. And you can’t possibly understand it unless you hear the perspectives of others that make up the whole system.
- The key to organisational change in this Information Era is creativity. And the best way to generate creativity is diversity. And maximum diversity comes from a representation of the ‘whole system’ across both stakeholder groups and demographics.
- We now know beyond any doubt that it is only through giving others a chance to have their say, feel as though they have been heard, and ideally finding common ground for the future, that people will be engaged to action.
- Engagement of the whole system leads to the building of relationships amongst stakeholders (who don’t normally communicate) that are essential to effective implementation.
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School Parents
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Case Studies
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Testimonials
“I can now honestly say that I have never seen such an approach produce such positive outcomes, goodwill and energy.”
– Deidre Anderson, CEO, U@MQ, Macquarie University
“An exciting and inspiring approach to tackling deeper systems transformation.”
– Professor Michael Fullan
“The Future Search conference encouraged me to take risks. When I heard about TIMMS (Third International Mathematics and Science Study), I went back to my colleagues and said, “I think we can do something with this. We finished 1st in Science and 6th in Maths.”
– Pat Franzen, Science Teacher, Naperville Community School District
“These exemplary principles for facilitating group process have helped us create the space where individuals can take responsibility for their own learning and act upon the decisions they make.”
– Deborah B Reeve EdD, Deputy Executive Director, National Association of Elementary School Principals
"The average scores for youth apprenticeship students went up 200 points on the Statewide standardised tests and enrolments increased by 300%. Today there is a waiting list!"
– Mike Erwin, Principal, North Montgomery County Technical Career School
“I was very impressed with the Future Search approach and have used aspects of it in my own school.”
– Richard Morgan, Principal, The Pittwater House Schools