Sharing Good Practice
Sometimes I fear we embrace school or classroom improvement efforts with eyes partially shut , failing to grasp the Why ? and the What ? behind our work . Perhaps it is because we have such limited time to get still and real .
Are we guilty of embracing a new instructional strategy because a school 10 miles away found great success with the selected strategy ? Or , do we feel pressure from parents or higher level directors to embrace change even when the current strategies work well and a significant shift in strategy is not needed ? Finally , might we be guilty of assuming that data reveal a problem where no problem actually exists ( e . g ., … lower test scores may reveal issues with curricular implementation rather than issues with student foundational knowledge ).
School life is anything but slow or still , as schools represent communities of active learners who process content by doing , speaking , listening , thinking , and reflecting . Finding the time to get still and quiet , and to reflect on why and how you are engaging with learners or yourself is hard . But the risks associated with chaotic or poorly thought out change / improvement ( e . g . change based on a whim , a word , an energetic speaker , a trend or pattern ), are too great to allow .
Seasons of change must be entered into with deep reflection and a humble dose of reality , because we know that stakeholder opinions , emotions , and experiences will attempt to derail or stop our march toward improved practices , protocols , and purposes . Plus , we might hinder our own change effort if we start the journey unsure of the destination . Have you ever been in a car with someone who said they knew where they were going , only to realize an hour later that you went south when you should have gone north ? That ’ s what change looks like when we do not understand the whys ? and whats ? of the process . We end up going in circles or in an entirely wrong direction .
in the classroom might look pretty , but do they change the learning outcomes of students ?
Moral of the story :
To improve my health , I must know why I have selected the eating and exercise plan taped to my mirror , and how it theoretically works . Similarly , if I am to improve my instructional or leadership skills , then I need to know :
1 . Why I am asking myself and my stakeholders to make changes
2 . Why I ’ ve selected the prioritized solutions
3 . Why I believe the potential changes are both possible and good for all
If you are an educator , you are busy ( and probably very , very tired )! But for the sake of health and wellness , do not miss the opportunity to get still and real with yourself , reflecting on what you need to flourish and rest . And once you ’ ve taken care of yourself , then take a few extra moments with your professional stakeholders to ask , “ How are we doing ? What can we do better ?” In the long run , your body and the body of stakeholders you serve will thank you for choosing a season of reflection to purposefully advance the mission of teaching , leading , and learning .
Here ’ s a friendly “ Change Tip ” - We must choose reflection over rash activity ( that ’ s the still part ), and purpose over pretty , shiny things ( that ’ s the “ get real ” part ). New chairs
Dr Lori Brown is an experienced classroom teacher and administrator who currently works as an RFP manager for a global Education company . She lives in the mountains of North Carolina ( USA ) and frequently writes about safe schools and leadership .
Class Time Term 1 Sep - Dec 2022 11