Change is hard.
We regularly ask teachers to make difficult adjustments to their practices. Change talks come from all levels, central office, building administrators and from the teachers themselves. If we are going to commit to relevant and rigorous learning, we have to commit to real, regular and honest conversations with ourselves, and our groups, about what we are doing in our schools, what things need to look and be like, and then work we need to engage in to get there. Without these talks and commitment, we won’t realize changes in:
I recently had a conversation with some of our teachers about the difficulties we are facing in our school. As with any school, a new leader brings some new viewpoints and practices in how things are done. But it doesn’t matter if these innovations are brought in from the administration or the central office or from a strong teacher leader – changes have to be made to keep learning the priority. Reflection, new learning goals and a focus on student learning means change is inevitable.
Change is hard. And if that difficulty isn’t managed or monitored or addressed carefully frustration, resentment and feelings of hopelessness can overwhelm everyone. These feelings can cause arguments or conflicts to start between different parties. We can get caught up in making sure our point is heard or that we win a disagreement. If not handled appropriately, while battles are fought, students lose out.
Our recent talk was about how some of the recent changes in our school was affecting everyone. I wanted to convey two big points with the staff. First, I wanted to acknowledge that I know change is hard. Change is particularly difficult for educators because we invest so much, personally and professionally, into creating learning experiences for students and our colleagues that when we find something successful we want to protect and guard it. Every person wants to build something that is good and valuable. These kinds of investments are significant and when we are successful in creating a great activity or lesson to share or design great presentations or trainings for our colleagues, we want to protect it – after all it is great and we are proud. The hard part, especially for teachers, is when we have created lessons or activities that were engaging at some point but have to be changed or modified to fit the needs of different learners or environments or times. Because of investments in time, emotion and sweat, it can be hard to let. These factors make change hard. They have to be respected and heard.
The second part of my message was a call to the teachers in our great school to rise to the challenge. Our school is great school because we have committed teachers who are determined to make a difference. You can’t have one without the other. They do many things that unseen to make sure students are successful and thriving. Its inspiring to see our teachers daily trying to reach students, personally and academically, and push them to grow and improve, if only just a little, from the previous day. And as they push kids, we have to push ourselves as well.
Be That Teacher who:
[Some of these bullet points weren’t part of my talk but as I write this, I reflect on conversations I’ve had with teachers over the years in different schools and with members in my PLN.]
In one of the opening chapters of Mindset, Carol Dweck writes about athletes who have thrived in competitive environments where they were often outclassed. At the end, they were better for it because it forced them to develop an attitude to keep pushing and moving forward. Its not about the win, its about the struggle – that’s where the victory comes.
#bethatteacher is about change, not for the sake of change, but change to give kids what they need for their future. Its about being happy enough with ourselves to accept that we have to keep working at what we are doing for our classrooms, schools and students.