The leader's role in reaching universal success for all.

Public school leaders across America are working individually and collectively to reach the goal of universal success for all children. But accomplishing this requires a different way of thinking about education and education systems.

To help our members in their work, the American Association of School Administrators has launched a major initiative designed to give the nation's school leaders the 21st century knowledge and skills necessary to shape public education using systems thinking.

This initiative, the AASA Center for System Leadership, was founded on the conviction that school leaders must think about the disparate pieces of a school system's work and pull them together--in essence to connect the dots.

Seeking Harmony

A system such as a school district is a dynamic, complex whole comprised of distinct elements. These elements function alone, yet also interact with the other elements in various ways.

To borrow from the thoughts of W. Edwards Deming, who developed the theory of continuous improvement through a systems approach, systems thinking is like conducting a piece of music for an orchestra. While the flute solo may be pleasant, the percussion powerful, the strings in perfect harmony, it is the work of the conductor who pulls all the parts together into one beautiful song. Only then do the musicians--and the audience members--get the full and intended effect.

In essence, school leaders are conductors. For optimal performance, they must know the music, understand the strengths and weaknesses of each instrument and each musician, be trained in conducting and ensure all the musicians play together. For example, some of the elements of an effective education system include high standards and a rigorous, connected curriculum; accountability systems that are useful and make sense; community involvement and support; safe, clean and healthful learning environments; adequate student transportation and pupil support services; and strong and effective leadership at the board, district and school levels.

Each element can function apart from the others, but when the parts are working together as a thriving whole under the direction of a skilled school leader, the district becomes more effective.

A Continuous Process

Systems thinking is an ongoing, continuous process that requires understanding and practice. It is not a quick-fix solution. It takes time, energy, experience and knowledge. When education leaders view their districts as a system, with myriad parts that affect each other, they can focus on how to make that system better.

The AASA Center for System Leadership develops and supports school leaders who are committed to connecting the dots in their school systems to transform public education. The center is founded on a set of core beliefs, including:

* Public education must be designed to meet the 21st century expectations of universal success for all children.

* A society of highly competent workers and responsible citizens requires a strong public education system.

* Strong social support systems are necessary for the healthy growth and development of all children.

* Educators must believe in and exhibit behaviors that support the concept of universal success for each and every child.

* Public school systems must operate efficiently within networks of systems.

* Educational leadership programs must engage participants in systems thinking so that education leaders have the knowledge and skills necessary to lead systemic change.

* Systemic change requires extensive public engagement and understanding of the reasons for change.

As a learning organization, the AASA Center for System Leadership develops and supports those school system leaders who will drive the transformation of public education. Through its programs, the center will support school system leaders as they build and sustain capacity for change, provide leadership in a diverse and highly political environment, work within the present system while leading the change process, bring local leaders and stakeholders together to support the school system and become effective community leaders.

Transforming Education

The nature of a system as a whole is different from the sum of its individual parts. For example, a car is comprised of mechanical and electrical parts that are responsible for steering, lighting, braking, and so forth. Each of these subsystems connects with the others to make the car function properly.

But a perfectly tuned car is useless without a competent driver--someone responsible for making certain all parts are functioning separately and together, and for ensuring the car has the fuel to reach the desired destination.

The AASA Center for System Leadership is a vehicle for promoting systems thinking to drive the transformation of American public education. Through the center's programs, AASA is encouraging superintendents to think carefully about their 21st century roles as systems leaders and is working to provide them with the tools and resources they need to create more effective public education systems. Only then can we move beyond equal access and equal educational opportunity for all children and move steadily toward universal success for all children.

I invite you to become involved in the AASA Center for System Leadership. Visit www.aasa.org to read more about the center's plans.

Claudia Mansfield Sutton is AASA associate executive director for communications and leadership development. E-mail: [e-mail]