A couple of years ago, Lorie O’Flaherty decided she wanted to help improve her husband’s dental practice. She set about doing what many business owners do: She gathered input from the practice’s employees, wrote a mission statement, set goals and began acting on them.
The process went so well, and the positive effects were felt so quickly, O’Flaherty, a dentist herself, figured her local school district might benefit from a similar strategy.
“It worked real well for the dental practice,” said O’Flaherty, whose three children attended schools in Downers Grove District 58. “And the school board really had no guidelines, no direction, and the old mission statement was really dated and basic. It was not inspiring.”
O’Flaherty and friend Diana Karge, a District 58 school board member, put their heads together and came up with a similar plan to improve the district. Eventually, 250 parents, community members, faculty and even local business owners were also on board.
“We were looking more to the business community to provide leadership and direction,” said Karge. “We’re not exactly the same, in that we don’t create a product that you sell, like a company makes widgets. But we do make a student.”
They began last fall, with the help of District 58 Supt. Dale Martin, who had done similar planning in other districts where he worked.
“The bottom line, when I came here two years ago, was that we didn’t know what the community wanted. I sent out a survey asking what people believed the strengths and weaknesses of the district are, and this is an extension of that. There just has not been enough community involvement.”
A steering committee was formed, which eventually recruited more volunteers, who then broke into several groups that met about once a month.
“Strategic planning started in the business community, and most successful business people are visionaries–look at Bill Gates or Walt Disney,” said Karge. “They have ideas and they find the best people to fulfill those ideas. That’s where we started.”
The steering committee enlisted community members from all walks of life, including a firefighter and a school janitor. Some had children in the schools, others did not. Participants took their responsibility very seriously; on several occasions, they were even given homework.
“One of the other reasons the school board decided to do this was to create an instrument of accountability as the board changes,” said Karge.
“In the next (school board) election, three or four places could change, and . . . that could create an unstable atmosphere. Here we’ve provided stability for the community, we’ve made it so that whatever board members are sitting in those seats know what the consensus of the community is. We’ve created a legacy.”
The end result was a mission statement and a vision statement, which consist of a set of quality education standards, as well as ideals to be instilled in students by the time they graduate.
“We asked people, `What does the basics of education mean to you?’ ” said Martin, adding that with dwindling financial resources and a potential referendum coming up, community input is more important than ever. “Even though we’re using the same terms as we did years ago, they don’t mean the same thing. Young parents of a kindergartner might come in and say, `Sorry, old timer, but reading, writing and math aren’t good enough for my kid.’ “
As a result, the new quality standards address communication and technology skills. And in response to incidents such as the Columbine shootings, the vision statement also includes reference to character.
“We asked, `What are we going to do with these kids, and how can we make them caring, compassionate kids of integrity?’ ” O’Flaherty said.
During their meetings over the winter, the group, ranging in size from about 170 to 250 people, also discussed such things as the benefits of open classrooms–in which several grade levels mingle in one room–and perceptions among parents that some schools are better than others.
Martin praised the democratic approach of the meetings, in which people of different interests were spread out over at least 15 groups each session.
“No individual political group or school person or employee could control the process, which means the resulting statements reflect a wide range of opinion and interest,” Martin said.
He said even business owners and those whose children no longer attend district schools remained interested in the conversations, because, as he puts it, they are “customers of the district.”
As for teachers, O’Flaherty said their commitment to enacting the mission will spring from their involvement in creating it.
“Dale had heard of districts trying to do this mission by committee thing, and a teacher would say, `Sorry, I have nothing to do with this,’ and would ignore it,” O’Flaherty said. “Now, it’s like, `I had a part in this, I believe in this.’ “
To prevent the policy from becoming “something that sits on a shelf,” as Karge put it, the board’s next step, after adopting the strategic plan, will be to apply it.
“The board will form goals, figure out how specifically we are going to address the vision,” Karge said. “We’ll ask do we shrink budgets, what do we aim for, what can we accomplish, what’s realistic?”
O’Flaherty said she could see the vision and mission statements acting as a guideline for curriculum.
“Maybe we’d say, `Do we need to offer this class?’ and we’d go back to the mission statement and ask, `Well, does it fit?’ I think it will be accepted because people did participate in this, and it’s a really inspiring vision.”
STUDENTS, TEACHERS, PARENTS INCLUDED IN DISTRICT STATEMENTS
Downers Grove Grade School District 58 consists of 10 grade schools (kindergarten-6th grade) and two middle schools. The district’s 5,035 students are drawn from Downers Grove, Oak Brook, Woodridge and Westmont. They go on to attend Community High School District 99.
About 250 representatives of the school district met over the course of the 1999-2000 school year to construct a mission statement, a vision statement and a set of core beliefs, set to be approved by the school board this summer.
Mission statement
The mission of District 58, in partnership with parents and community, is to challenge each child by providing quality educational programs and support services in safe, nurturing environments in order to prepare all students to be lifelong learners and contributing members of society.
Vision statement
We envision a school district that inspires children, sparks creative thinking, celebrates diversity and builds visionaries. We seek an education that excites minds, touches spirits, challenges abilities and prepares our children for life. We believe every child should be expected to grow, stretch, evolve and embrace the challenges of the future.
We envision a school district that provides a safe, nurturing environment. We seek an exemplary educational program through a working partnership of parents, students, staff and community. We believe all children should be engaged in stimulating, collaborative learning experiences.
We envision high standards of conduct, commitment and accomplishments for all. We seek to cultivate within each child values and character necessary to be a successful citizen.
We believe a passion for lifelong learning will inspire all to excellence.
Statement of core beliefs
1. Each student is capable of learning and should be educated and challenged at his/her ability level.
2. Standards of conduct, commitment and accomplishments should be expected of all students, staff and parents.
3. Schools should be a safe, friendly, nurturing place where everyone comes to learn, grow and change.
4. Educating a child is an integrated team approach: student, parent, staff and community.
5. Education is the foundation for lifelong learning.
6. Schools should provide a stimulating environment with opportunities for engaged and collaborative learning experiences.
7. Students should develop the critical thinking and problem-solving skill to become lifelong learners.
8. Cultivate within the child values and character necessary to be a successful citizen.
— Ellen Durston
