1) - Ask lots of questions...then listen and don't talk...
Change is not easy. Change is even more difficult if you have no idea where your colleagues or staff are in terms of their willingness to evolve and transform. Go on a question rampage and find out as much as you can about your colleagues and staff. Once you have an idea of where they are, you can then begin to formulate an action plan. It is imperative that you use this step to empower and encourage collaboration through discussion (remember, the discussion is one sided - they talk, you listen).
2) - Have a goal...but expect it to change...
We all want what is best for kids...some are just willing to do more than others (this is a reality - both in schools and in the "real-world"). Have an idea and an action plan on what change you would like to implement. Just as important as having a starting place, it is crucial you accept the fact that your action plan will be forced to change. If your original plan is what you end up with in the end, most likely your change is superficial and not well-rooted in the staff and your colleagues. "Real" change can start with you, but it must end with "them"...
3) - Find that one person (or group) who will fight change to the death...
We all know who this person or group is...they exist in every school, and whether you agree or not, they do and can serve an important purpose. I challenge you to utilize this person or group and encourage them to fight your plan tooth and nail. This can be a gamble, but let them know what change you would like, and ask them why it won't work...and most importantly, give them an audience! Give this person or group the opportunity to tell everyone why your plan to help students won't work. Force this person or group to think and reflect about why the plan won't work, and then hope they flip to your side and become your greatest asset and ally...If this works you are golden...risk big to win big (aren't the kiddos worth it?)
4) - Support and encourage the baby steps...
By this stage you are hopefully beginning to see some small sparks (as long as "that" person or group didn't completely extinguish the flame). Continue to encourage and support these small sparks, no matter how small or faint they may be. Treat each small spark as you would a new born baby...tending to its every need and desire. Your new roll is now that of a mother and a cheerleader at the same time...good luck!
5) - Remove the training-wheels and let them ride...
Your first job was to initiate change, and once the change has started, your new job is to get out of the way. Drop your pom poms and let the change run its course and allow your colleagues or staff to take the autonomy for doing what is best for kids. They are professionals, and if you want this change to stick and be truly fundamental change it needs to be in their hands. If you made it this far it is time to back off!
I encourage you to leave feedback and comments so I can add to the list. I would also like to thank George Couros for the inspiration. Also, thanks for taking the time to read, and hopefully this will help you both at the classroom or building level...remember, teachers are just bigger and older kids...
Logging you in...
Excellent, as always!!
ReplyDeleteJustin, I loves this post. One comment for each of your 5 points, that at least to me seem to occur in my school environment On your No: 1) Faculty meetings suffer from the same as whole group discussions in class - the same few take over, and the more they talk, the more others feel intimidated to share; 2) It is ideal, but hard, to develop more commonalities vertically, across a grade, but these shared goals among different teachers are hard to come by - starting small, with one, and building from there might have to suffice for some; 3) Those who find change to the death are often doing so in a sneaky way, as they tend to shy away from verbalizing openly their fears to move forwards - they work in underhanded ways to undermine those who are for change, so I wonder if they would become such adverse advocates in the open scenario; 4) This entails people feeling supported enough by peers including and especially admin, so they seek advice on how to improve their new practice, which would be wonderful if it catches on; 5) I am one of those who became inspired by a few others' passion to change things in our school. These inevitable changes are beginning to be seen across the board. It DOES mean different people will demonstrate a variety of levels of understanding, collaboration, fear (or lack thereof) to try something and make a fool of themselves, etc. It is a hard but worthy journey. It amazes me to see what organized chaos forward thinking change can bring. This is what I have seen happen, and can't wait to see the next chapters!
ReplyDeleteAna Tetley