Directional System

Directional System
To establish and maintain direction, it is necessary to deal with those systems and subsystems that define the way goals are set, priorities are chosen, and resources (time, people, space, information and technology are distributed. It is also necessary to deal with the beliefs and values that legitimize and give meaning to the goals selected and the priorities set.
 
Key Concepts
 
Competing Loyalties
Competing loyalties have to do with the tendency of individuals inside an organization to develop loyalties to projects, programs, and sub-units within the organization and to outside agencies that are making competing claims on the organization’s resources. These competing interests affect the way goals are established and priorities are set.
 
Goal Clarity
Goal clarity requires the goals selected to be consistent with the direction set by the values, beliefs, and purposes of the school. Goal clarity includes ensuring that those expected to act in ways supportive of the goals are clear about what they are to do and how what they do – or refuse to do – will affect the achievement of the goals.
 
Goal Consensus
Goal consensus involves two matters. First, there is the matter of agreement, among those whose support is needed to pursue the goals, about what the goals are and what needs to be done to achieve them. Second, there is the matter of gaining individual commitments to goals and agreements to act in ways supportive of the goals.
 
Goal Displacement
Goal displacement occurs when operational goals (doing things right) replace substantive goals (doing the right things). When the procedure by which things are accomplished becomes more important than the accomplishment of the result the procedure was intended to produce, goal displacement has occurred.
The beliefs, values, and images that guide operation in the school are clear, well understood, consistent, and embraced by most who participate in the life of the school and school district.

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* 1. The beliefs, values, and images that guide operation in the school are clear.

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* 2. The beliefs, values, and images that guide the operation of in the school are well understood and embraced by most who participate in the life of the school and district.

Teachers, principals, central office staff, the superintendent, and members of the board of education share a common understanding of and commitment to the direction that has been set for the school district. They are expected by those who participate in the life of the school district to behave in ways that are supportive of that direction.

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* 3. Teacher, principals, central office staff, the superintendent, and members of the board of education share a common understanding of and commitment to the direction set for the school district.

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* 4. These audiences (referenced above) are expected by those who participate in the life of the school district to behave in ways that are supportive of that direction.

Standards are used as indicators of direction and benchmarks of progress rather than as expressions of power and indicators of compliance.

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* 5. Standards are used as a source of direction as opposed to a source of control.

Goals are set with careful attention to the prospect that they will capitalize on emerging opportunities and make optimal contributions to the realization of the vision that guides the district. Moreover, goals are designed to ensure that the means by which they are to be achieved will be consistent with and supportive of the beliefs and values that are intended to behavior in the district and in each school.

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* 6. Goals that are set are consistent with the vision that guides the district and provide a future orientation.

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* 7. Goals are consistent with and supportive of the beliefs and values that guide behavior in the district and schools.

Strategic goals are set at the district level, but each school establishes operational goals that take local circumstances into account.

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* 8. There is a close relationship between district goals and school goals

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* 9. School goals reflect local circumstances.

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* 10. The school district is reflective of a school system and not a system of schools.

Mechanisms are in place to ensure that resources are allocated in ways that are consistent with official goals and expectations. When resources are not available, goals are adjusted to reflect this fact.

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* 11. Resources (time, people, space, information, technology) are allocated in ways that are consistent with official goals and expectations.

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* 12. When resources are not available, goals are adjusted to reflect this fact.

Those who have primary responsibility for achieving goals have a voice in shaping these goals, especially in determining the way these goals are to be achieved.

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* 13. Those held accountable for achieving goals have a voice in shaping these goals.

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* 14. Those held accountable for achieving goals are responsible for determining the way in which these goals are to be achieved.

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* 15. Please add notes from your discussion of the Directional System here.

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