It’s been said that the only human that likes change is a baby. Change is the hardest thing to work through even when dealing with professionals like educators. Part of it is due to the fact that our state legislature has a bad habit of changing the rules every other year. Part of it is that campuses and districts have leadership changes often and with those changes come different theories. Both of these mean that the hard work teachers put into their curriculum and classroom work is either scrapped or highly modified. Given that teachers have little time for planning as it is, that means less family time after hours while trying to prep for the school day.
Now, you want to “transform” their classroom? Really? Another change for another year or two? This is where your leadership (from the school board to superintendent to assistant principals) must have the same vision. This allows you to point out that no matter what cog of the wheel might change, the overall direction will not change anytime soon.
My good friend, and a wonderful educational mind, is Diana Laufenberg. She recently blogged about her work in transforming schools as a consultant after her classroom and leadership work at Science Leadership Academy in Philadelphia. She keys in on four areas that she finds leaders could focus attention and make the process easier and more profitable for all involved.
- Allow for breathing room – the people who are walking the path need support, but be careful not to micromanage. Once a plan is in place, check in on progress but leave some room for the project to breathe, get up to running speed, a watched pot never boils… evoke whatever analogy you want. This matters.
- Play the long game – when the change process begins there is often a push to change it all right now, flip the thing over, disrupt. I would caution that to do so often alienates your core team, leaves the changes at a superficial level, and does not lay the ground work for the core changes that you want to see cement themselves into your school ecosystem. Its easy to drop new machines in a building and much more complex to bring that technology in to serve the pedagogy powerfully. Being thoughtful in scaffolding the process will set up the pathways of success for the team in ways that cannot be manufactured in any other way.
- Pay attention to critical indicators – I often joke that if none of the students are doing the homework, it is not a problem with the students – it is a problem with the homework. Similarly, if a critical mass of the teachers in a transformation school are not on board, its time to evaluate that push back. It is important to listen to what the criticisms are and attend to the information. Ignoring it will only lead to massive staff turnover, year after year, which is a death knell to meaningful change. Change requires a school to reevaluate all its systems and structures. This is uncomfortable. Help people move through that space rather than ignore the issues.
- Celebrate successes – Celebrate often, celebrate loudly, celebrate in the classrooms/school/community. Invite the community in, send the teachers and students out to meet with the community. It is important for the greater community to see the work of the students and start to see the transformation not just as a school initiative, but as a community effort.
Which of these do you feel you do well already as it pertains to the transformation you’d like to see on your campuses? Which of these do you think should be a priority for YOUR staff right now?
Crossposted in PLP Discussion Group.