The way that we define problems can either maintain the status quo, lock in deficit-based thinking, and perpetuate inequitable systems—or it can disrupt inequities and get at the root causes of those problems.

CORE TOOLS

Teams will likely feel a strong sense of urgency to move from all this evidence-gathering and analysis to building solutions. Slowing the process down to focus on problem definition is an important equity move. As Dr. Christine Ortiz Guzman of Equity Meets Design writes, “building an effective solution starts with intimately understanding the true problem(s) at hand, and importantly, the context the problem lives within, the history that underlies it, and the people it affects.”

If your team spends time and effort defining the problem(s), the solutions are more likely to get at the root causes of those problems, and be more durable and effective. Caroline Hill, an author of the equityXdesign framework, offers the mantra: “Break up with your solution and fall in love with the problem.”

Step 1: Mad Libs

We recommend using a structure like this “Mad Lib” to develop problem statements:

[Stakeholders] need a way to [solve a specific problem] because/so that [insight].

• “Stakeholders” = the specific people experiencing the problem
• “need a way to [solve a specific problem]” = a user-centered and asset-based framing of the problem
• “because/so that [insight]” = an opportunity provide clarity on why stakeholders need a way to address the problem (“so that…”), and/or a space to name the oppressive structures that are at the root of the problem (“because…”)

More than one. It’s fine to generate more than one problem statement if your evidence indicates that there are many challenges that are substantially separate from one another.

Problem statements evolve. Moreover, while this process asks teams to synthesize their data and narrow it down to a problem statement, problem statements are not set in stone. As teams collect more data and engage with more stakeholders, problem statements can shift over time.

Clearly connect evidence, insights, and problems. There should be a clear line that can be drawn from the interview data and insights to the problem statement. “We heard… so we think the problem is …”

Examples:

• Campus-based staff need a way to have greater work/life balance and increased voice and choice so that they can create more robust educational experiences that meet the needs of the whole child.
• Teachers need a way to leverage opportunities to name for themselves their own professional interests and goals so that we can provide opportunities to grow stronger specialists and map the specializations of our talent across the system.
• Teachers need a way to have more input on scheduling so that they receive schedules that allow for flexibility and teacher autonomy.
• Teachers need a way to operate in a work culture that empowers them to influence school policies and curriculum so that collaborative planning, development, and professional trust can be honored in a way that allows them to fully show up for their students.

Step 2: Equity checks