A few days ago, I was asked to define “capacity” in the context of school reform. It's an important question to the school improvement industry because building capacity is what it does. My first thought was “that’s pretty obvious, capacity is…..” Before I could open my mouth, that was quickly followed by “…no different from patriotism, equality, energy independence, tax reform, national security, or any number of words thrown around in political debate and policy discussions.” When they come from the soapbox, these words often hide more than they reveal.
Agreed on the need to build “capacity” in public schools, we reach for a box with that label. When the carton is opened, we are likely to disagree on whether the contents are what we had in mind. When we move from the soapbox to specifics, “capacity” refers to whatever one believes is preventing schools from doing whatever one believes they should do.
I didn’t try to answer the question then, but I’ve thought about it more, and try here. My approach starts with first principles: understanding “capacity” requires an appreciation of both how organizations do what they are established to do, and what it is you want an organization to accomplish. I apply the general discussion to the public school system, with an emphasis on what we have wanted and now ask public education to accomplish. Next, I discuss how schools are organized to do what we wanted, and the changes implied by what we want them to do today. Finally, implications for private sector school improvement providers.
Continue reading "The Letter From: What is "Capacity"? (I)" »
