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Educational Organizations As Loosely Coupled System

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Succinct, accurate summary of the material/presentation.
In Educational Organizations as Loosely Coupled Systems, Weick explains that elements or subsystems of an educational organization are loosely coupled. There is flexibility in the way that there are alternate ways to reach a common goal. Changes in the organization also impact each element differently and tension in one subsystem might not affect another (Weick, 2012).
Clear explanation of your thinking, with conclusions supported by facts, and/or theories and/or reasons logically developed.
After reading my current site’s Local Control Accountability Plan (LCAP) and Educational Organizations as Loosely Coupled Systems, it is evident to me that loosely coupled systems apply directly to the LCAP. The procedures and actions prescribed in this plan can take a different route to achieve the stated goals as described by Weick (2012). I also read the districts’ LCAP which is more generalized and designed to improve the outcomes of nine elementary schools and three middle schools. When comparing the district’s to our site’s LCAP it is evident that our site’s is developed to fit our program and serve our population. We are the only dual immersion school in our district, therefore, we have unique strategic priorities and procedures to meet the overall district’s desired outcomes.
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Mark Hanson notion that “variances in environmental needs and demands require varied organizational responses” (cited in Chance, p. 112, 2013). As an example, both the district’s and school’s LCAP state that there will be adoption of Common Core aligned curriculum to provide high quality instruction. However, I, as the teacher, am able to modify the curriculum to best meet the academic needs of my students. I have the flexibility to decide what aspects of the curriculum can be changed or what supplemental material I will integrate based on my classroom data and

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