Factors
The nature of the participants and lack of cohesiveness are some of the factors that led to marginal outcomes realized by the different subgroups within the task forces. The systems perspective analyzes a problem viewed as a whole rather than the sum of elementary parts (Tran et al., 2019). There was a lack of cohesiveness, given that the subgroups worked individually without interacting with each other to combine pieces together and realize the greater picture with regard to the strategic agenda. The subgroup participants remain unchanged throughout the entire problem-solving period and, in this case, can be regarded as old inputs. The lack of new participants meant that the subgroups lacked fresh ideas.
Aggregate Mentality
The subgroups to the task force exhibited an aggregate mentality while working to come up with a new strategic agenda. They met to study and devise effective recommendations and improvements. However, the various subgroups lacked social organization and did not connect with each other in devising the recommendations. They did not collaborate to realize the project’s overall vision. Each subgroup worked alone and came up with their own recommendations.
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Nature of School System
Karen’s school system can be classified as relatively closed given that it had minimal interactions with external systems. It was a traditional system that focused on utilizing sources from within. School meetings involved only the school's administration and instructors, and, in this scenario, there was no external input. The new model was open in nature, given that it promoted interactions with other systems, for instance, parents, apprentice guides, peer tutors, and learning laboratories (Razik & Swanson, 2017) . In addition, it allowed external inputs with the expectations of the sociocultural environment being taken into account. The school was viewed as dependent on environmental influences.
Feedback Mechanisms
The new school model would obtain feedback regularly from guides, students, and parents. Feedback mechanisms are essential to evaluate needs and identify improvements (Chambliss, 2013). Students would issue their feedback by indicating their level of satisfaction with regard to the various learning methods. Parents would provide their feedback on their level of satisfaction and their perceptions of the best clusters. Guides would provide feedback on the learning environments, and the type of resources availed to them. They would also reveal whether the student’s developmental goals are being met.
New School Model Effects
The new school model seems to amplify variety given the presence of various key components under an integrative framework. Variety is exhibited by the presence of various learning methods and environments. In addition, a variety of new resources such as interactive computers, peer instructors, projects, videodisks, and learning laboratories would be utilized in transferring knowledge to the student (Razik & Swanson, 2017) . The new school model would also utilize new elements such as cheap assistants, apprentice guides, resource individuals, parents, and senior citizens. In this respect, there would be a variety of stakeholders. It would also take into account a variety of domains, including social, physical, intellectual, and moral elements, to assess student development.
System Concepts Application
In the new school system, the input-throughput-output concept is applied through the introduction of inputs and the transformation of the inputs to yield output. The inputs to be utilized include guides, parents, senior citizens, and inexpensive assistants (Razik & Swanson, 2017) . The transformational processes include student's problem-solving and the parent's and guide's development of educational goals. The output includes student learning outcomes and parent satisfaction.
The new model applies synergy given that it ensures cooperation and collaboration among different stakeholders, including the cheap assistants, apprentice guides, resource individuals, parents, and senior citizens. Such stakeholders work together to yield a greater combined effect than the contribution of their separate inputs.
The new system also applies leading part and emergence concepts with the guides tasked with leading the achievement of agreed-upon development goals. The instructors become guides, advisors, and motivators, and, in such a case, their new roles allow them to emerge as key individuals able to lead the school to a higher level. The guides are given resources that allow them to emerge as effective leaders in the school.
The new school system also utilizes the dynamic homeostasis concept, which emphasis self-regulation and stability. In the new system, self-regulation is achieved through the internal control of the guides tasked with ensuring that the student's instructional goals are achieved. The parents and students determine the success of the guides. Stability is maintained when the self-regulating process is effectively carried out among the guides with their activities limited based on their performance.
The new system has also applied the equifinality concept, given the fact that a specific end state can be easily reached through various potential means. The use of various stakeholders and techniques ensures that there are numerous ways of realizing the desired goal (Tran et al., 2019). The new school system has different stakeholders and ways of improving the student’s educational outcomes.
The new system also utilizes the negentropy principle, given that it yields order from chaos. The new stakeholders are organized to work for the benefit of the student, and in this scenario, structure and function are achieved.
Steps
The involvement of the district's stakeholders can create buy-in and, as a result, move the district towards Karen's vision. Open communication with external stakeholders in the district can assist her group function as the lead part. Karen's group's effectiveness can be impeded by resistance to change among external stakeholders. Regular communication and stakeholder involvement can ensure that impedances are effectively dealt with.
References
Chambliss, J. J. (2013). Philosophy of education: An encyclopedia . Routledge.
Razik, T. A., & Swanson, A. D. (2017). Fundamental concepts of educational leadership and management . Pearson.
Tran, H., Smith, D. A., & Buckman, D. G. (2019). Stakeholder engagement: Improving education through multi-level community relations . Rowman & Littlefield Publishers.
