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EA 7720 School as a Formal Organization

Four Frames Assignment

Memo to the Superintendent

To: Dr. Superintendent

From: Julie Eldridge

Re: District analysis

Date: April 2019

Thank you for the opportunity to be part of a district team that has been asked to research
a current issue that is a challenge for our district. I reviewed the topic that our focus
group identified: “Implementing and continued use of the Lucy Calkins’ curriculum.” In
response to your request, we followed the Bolman and Deal Four Frames analysis and
included a research-based response to this issue.

As indicated, I have included information that describes the district, the issue at hand, and
the implications as evident in each of the Four Frames. A reference list is also included
that cites all research used to defend the suggestions related to this issue.

It is a privilege to be able to look in-depth at a program that is a success for our district,
and to provide feedback for continued success in a positive direction. I look forward to
the December meeting in which we will present our responses in a public forum.
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Introduction

The school district is located in southeast Michigan and is home to 12 elementary

schools, four middle schools, and two high schools. We have six National Blue Ribbon

schools and all of our schools are Michigan Exemplary Blue Ribbon schools; both of our

high schools are ranked among the top four percent of all schools in the United States by

Newsweek Magazine; our student achievement levels are among the best in Michigan

and the nation; and our graduates earn additional consideration from Michigan State

University and the University of Michigan because of their Troy School District

background. The mission of this district is to ensure learning for all members of the

school community. The vision of this district is to become an exemplary learning

community that supports innovation and is committed to continuous improvement. The

district strives toward being a place where a collaborative community develops

curriculum, instructional strategies, and assessment to ensure that all students learn.

I am proud to say that my appreciative inquiry has revealed that our district has

kept our mission and vision in focus while implementing and continuing to use the Lucy

Calkins’ writing curriculum.

The Structural Frame

According to Bolman & Deal (1991) “effective organizations define clear goals,

differentiate people into specific roles, and coordinate diverse activities thorough policies,

rules, and chain of command. Structural leaders value analysis and data, keep their eye on

the bottom line, set clear directions, hold people accountable for results, and try to solve

organizational problems with new policies and rules or through restructuring.” The
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following are descriptions as to how the district was successful in organizing the roll out

and continued use of the Lucy Calkins’ curriculum.

• The district asked teachers to familiarize themselves with the materials and to only

feel obligated to teach one of the units in the first year.

• During the first year, the district met with grade level teams to provide professional

development and listen to teacher experiences using the materials.

• During the summer after the first year, the district began its partnership with the

Teachers College Reading and Writing Project (TCRWP). Authors of the Lucy

Calkins’ curriculum provide “a multi-tiered, multi-year package of supports

designed to bring Best Literacy Practices to scale across selected large districts”

(Teachers College Reading And Writing Project).

o Selected teachers attended a week-long professional development with the

TCRWP.

• In the second year, the district provided a pace guide for each grade level. This pace

guide was designed with teams of teachers and administrators.

• Grade level teams continued to meet bi-monthly during the second year for

professional development and listen to teacher experiences using the materials.

• As part of the partnership with TCRWP and grant money, the district was able to

send selected groups of teachers, administrators, and teacher coaches to TCRWP at

Columbia University in New York for professional development.

• Well into the third year of utilizing the Lucy Calkins’ curriculum, grade level teams

continue to meet with administrators and teacher coaches for professional

development and to listen to teacher experiences using the materials.

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• Pace guides have been altered as a result of teacher input.

• Collaborative teams have developed to further the learnings gained at professional

developments.

Our district presented a clear direction for teachers to navigate the new curriculum.

This provided clarity for all staff to know their place in this journey. As Bolman and Deal

(2017) explain as a key role in an organizations success, “The central beliefs of the

structural frame reflect confidence in rationality and faith that a suitable array of roles

and responsibilities will minimize distracting personal static and maximize people’s

performance on the job” (p. 47).

The Human Resource Frame

According to Bolman and Deal (2017), adults need to feel a sense of fulfillment

and purpose in their work, and they want to feel they have a sense of control. The

problem is that many employers treat their employees as they would children. While

some employees of the district may agree with the last sentence, I find that our district

did not treat us as children. At least in the sense that teachers were not “talked down” to

or disrespected. The district respected the professional qualifications of teachers,

administrators, and teacher coaches in the following ways:

• The district provided multiple opportunities for teachers, administrators, and

teacher coaches to be heard.

• The district made adjustments based on the feedback from teachers,

administrators, and teacher coaches.

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• Grade level teacher groups were paired up with administrators and teacher

coaches to create a collaborative environment where ideas could be shared, tested

immediately in classrooms, and adjusted as needed.

• Students also felt as if they had an important role in our collaborative teams when

they were asked for feedback regarding a new strategy.

• The intensity of the content of the curriculum felt reduced because we had

collaborative teams to share the experience with.

I am pleased to report that our district showed respect for all parties involved.

Employees did not feel as if they were not “treated like pawns” (p. 117) as Bolman and

Deal (2017) describe some organizations treating their employees. By sitting down and

listening to our feedback, we could feel that we played an important role in our district’s

success in the implementation and continued use of the Lucy Calkins’ curriculum.

The Political Frame

Bolman and Deal (2017) state that politics in an organization are inevitable so

leaders must have a certain set of skills in order to be respected and therefore productive.

They list four main skills that a good leader should possess as agenda-setting, mapping

the political terrain, networking and building coalitions, and bargaining and negotiating

(p 204). The district successfully displayed these four skills, with the exception of

bargaining) in the following ways:

• Agenda setting: A pace guide was established for each grade level to keep on

track with each other. And the district used feedback from teachers to adjust the

pace guide.
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• Mapping: Creating a relationship with the teacher’s college, in-building

professional developments, and implementing teacher coaches.

• Networking: During professional developments, the district literacy leader

provides opportunities for all staff members to provide feedback. When staff

challenges the use of Lucy Calkin’s curriculum, the literacy leader respectfully

listens to and answers their questions. Additionally, the literacy leader happily

visits the classroom of teachers who express challenges and offers assistance to

help that teacher.

• Bargaining: I am not aware of the district requiring the need to bargain with

anyone regarding the implementation of the Lucy Calkin’s Curriculum.

The district chose a great literacy leader for implementing and continued use of the

Lucy Calkin’s curriculum. She was respectful and considerate to all parties involved.

The Symbolic Frame

Bolman and Deal (2017) describe that in order to get employees onboard they must

make use of metaphors to provide a vision for employees. However, I do not believe that

our district had to resort these actions. Because I believe our district is more of a culture

than having a culture just as Bolman and Deal (2017) mention, “Some argue that

organizations have cultures; others insist that organizations are cultures" (p. 257). Here

are the ways that our district has created a culture around the implementation and

continued use of the Lucy Calkin’s curriculum:

• Grade level teams gather to discuss celebrations and challenges in the classroom

regarding the Lucy Calkin’s curriculum.

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• Vertical grade level teams also meet throughout the school year to make sure that

we are using similar approaches and word choices so that students are also part

of our culture.

• Administrators participate in professional development, grade level meetings,

and even practice teaching strategies in classrooms to develop and maintain an

understanding of the Lucy Calkin’s Curriculum.

Our district took great care to make sure that all parties involved are respected. In

creating a respectful environment, our district maintained and built up a culture to make

the implementation and continued us of the Lucy Calkin’s curriculum.

Conclusion

In conclusion, I am proud to say that my appreciative inquiry has revealed that

our district has kept our mission and vision in focus while implementing and continuing

to use the Lucy Calkins’ writing curriculum. It is an honor to work in a district that has

taken great care and respect for it’s employees. I recommend that the district continues to

include its employees in making decisions around the continued use of the Lucy Calkin’s

curriculum.
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References

Bolman, L., & Deal, T. (1986-1998). Human resource management; leadership and

management effectiveness: A multi-frame, multi-sector analysis. Winter 1991:

30,4; ProQuest Business Collection pg. 509.

Bolman, L., & Deal, T. (2008). Reframing organizations: Artistry, choice, and leadership.

San Francisco, CA: Jossey-Bass.

Teachers College Reading And Writing Project. (n.d.). PD Offerings for Large Districts.

Retrieved from https://readingandwritingproject.org/services/professional-

development/pd-offerings-for-large-districts