On the Same Page

The University of Chicago Laboratory Schools

On the Same Page

On the Same Page: Toward a Shared Vision—Part 6

May 1, 2005
David W. Magill, Director

Lab·o·ra·to·ry n., a place providing opportunity for experimentation, observation, or practice in a field of study.

It's in our name! From its humble beginnings in a home on 57th Street, the Laboratory Schools have been a place where introspection and continual improvement are assumed. For nearly ninety years, our Schools served as a laboratory for the School of Education at the University of Chicago. Many teacher-trained U. of C. graduates spent time observing and practicing their craft in our classrooms. Some became teachers in one of our divisions and continue to be instrumental in maintaining our reputation for innovation and progressivism.

As the quality of American schools was brought into focus in the mid-Twentieth Century through the race to conquer space (Sputnik), and more recently with the formation of a cabinet-level Department of Education (A Nation at Risk), entrepreneurial individuals and groups have attempted to impose business models into the halls of academe. One model, Total Quality Management (TQM), became quite popular during the last twenty years of the Twentieth Century and was patterned after the work of W. Edwards Deming, an American statistician, who guided Japanese industrialists following World War II. A significant component of his work is about self-reflection/evaluation and continuous improvement.

A more current model and one that is becoming popular in some Chicago-area school districts, is the Baldrige National Quality Program. Using a framework that embodies seven criteria for performance excellence, Baldrige challenges schools to focus on results and build value.

I respect schools and systems of education that have adopted these and other models of planned improvement, but I don't think it is necessary to follow their methods in order to become better. As long as there is the organizational capacity to change, adequate resources, and ways to measure the progress of change, schools, like other organizations, will move in the right direction. Like the human condition, schools don't have to be sick in order to get better.

During the 2003-2004 school year, the All-Schools Council of the Laboratory Schools participated in a group process of introspection and determined specific areas in which improvement unique to our organization should be measured. Known as Quality Indicators, they are listed below:

Improve and ensure adequate instructional/program space
Increase amount of available scholarship endowment
Improve housekeeping, health, and safety concerns
Improve quality of new teacher orientation program
Improve quality of professional development program
Identify and improve the conditions that support a diverse and multi-cultural school community
Improve effectiveness of communication
Increase percentage of participation for all constituents—annual fundraising
Maintain or increase percentage of students involved in co-curricular activities

We are also keeping comparative data on student testing, including achievement a nd college entry examinations.

This is our baseline school year (2004-2005), and we will be measuring our progress over the next several years. I would not be surprised to see some of these indicators change with time and, in fact, believe that such change will signal that we are keeping quality in the forefront.

A number of years ago, someone gave me a poster with a quote that is often seen in a variety of places. John Ruskin, the Nineteenth Century English artist, author, and poet is credited with at least the first part of this quote. I believe that it still has relevance to all of us who care so deeply about this place called Lab.

Quality is never an accident: It is always the result of high intention, sincere effort, intelligent direction and skillful execution; it represents the wise choice of many alternatives.

David W. Magill
Director

Acting upon the core of our mission statement and remaining an "experience centered, rigorous, and well-rounded education for a diverse community"

Having high expectations for student achievement

Placing high value on our partnership with parents and the community by providing extended-day and year-round programs

Creating and maintaining a school culture and climate in which character and leadership are promoted

Identifying, hiring, and retaining quality faculty and staff

Being introspective and continually seeking improvement