Even the great Winston Churchill once quipped "To
improve is to change, to be perfect is to change often". Although such talk is commonplace among the great intellects of our time...it may fall
upon deaf ears. While some accept such change, others portray the stubborn
nature of Winston's bulldog persona. Although change in education is
inevitable, how can we as leaders make it positive for all parties involved?
Below we will look at some tips while also considering the many personalities
that are affected by change.
Strategies for Educational Change
1. Realize that change requires a large amount of
collaboration and dialogue. Make sure that all stake holders are involved in
the dialogue. When all individuals are heard, change becomes less intimidating and
more of a democratic process.
2. Understand that change is inevitably hard. When
educational change is brought forward there will be many who question and
become resistant. By working with such individuals and listening to their
concerns, a sense of understanding will be established. Listen to all opinions
as there is often a grain of truth that could help change better blossom.
3. Change does not have to begin in at the macro-level.
Educational change can occur simply through a teacher being inspired by a
colleague’s insight. Make small and manageable changes at first to begin the
change process. Change takes time and it should be an ongoing goal.
4. Change is not static by nature. Educational change will be
an ongoing process where new ideas/pedagogy will flourish in a community that
respects open and honest dialogue. We can’t simply be happy by sitting on a
bike. We must learn how to move that bike in many directions.
5. Always keep the student in mind. Although change is a
frightening perspective for teachers, administrators, and board figures, it is
essential that students come first. When we realize that change in the
educational system is bigger then ourselves, we can gain perspective that
change is more than simply accommodating our needs. Imagine if teachers kept
photocopying drill sheets because it is what they felt “comfortable” about. Our
comforts can hinder and disengage student’s in the classroom. Don’t be afraid
to step outside of your comfort zone!
Personalities in Educational Change
Whenever change is being implemented at the educational
level, there will many personalities that will view it differently. While some
individuals will be positive, there will be others who may view change as
negative. Whatever change initiative is being put forward, always consider its
implication for all people. Here are some suggestions on how you can reach all
personalities.
"This just might be the best lesson I've ever taught!"
The Positive Player
Perhaps
this is the easiest group to collaborate and share ideas of change with. Being
open and reflective upon their own practice, the positive player is someone who
embraces change and looks for how it can possibly make them better. Such
individuals are crucial in supporting educational change as they are naturally
inclined to be leaders. Although these members thrive in such an environment,
it is crucial to support such individuals by developing their skills through
professional development and opportunities for extended learning. In other
words...don't take advantage of their awesome attitudes!
"I already told you...get that TLCP stuff away from me!"
The Negative Non-Changer
Change
can be difficult for many people. This is especially true in the education
setting. Often, new ideas can be "kerplunked" by staff members who
are resistant to change. For some staff change means ditching years of
experience in the classroom and starting fresh. How can we support such staff
when change does happen? Giving everyone the chance to share their ideas and
opinions is a great start. Often people who are resistant to change feel that
their voice/ideas aren't heard. By fostering a collaborative atmosphere, such
individuals will have a platform to voice their own concerns. Discussing the
difficulties of change and being honest as a leader will also set a respective
environment. When successes do occur after changes have been implemented, be
sure to share them! Evidence of success is often a motivating factor.
"Not another Board initiative!"
The Worrier
Although
there are some members of the education system whom are negative towards
change, there are others who are afraid. They may worry themselves with
questions such as "What happens if I don't understand how to do it?"
Although such questions are valid, the true mark of educational change is
collaboration and support. Staff who are uneasy about change need to be
supported by all members of the learning community. For example, this is where
teacher collaboration is crucial in discussing any misunderstandings or
problems within the classroom. Through open and positive dialogue, such fear
can often be eliminated. The sense of camaraderie and togetherness is essential
in making sure that the concerns of worriers are alleviated.
"This success criteria is driving me bonkers!"
The Overwhelmed
Change can
be an overwhelming factor for many individuals. This is especially true if the
educational change involves new, more complicated and time consuming work. It
is crucial that change be implemented on a slow and consistent basis in the
education system. For example, new initiatives should not be placed on teachers
and expected to occur in a short time span. Allow individuals to warm up to
changes and begin practicing their new insights in an environment that is
comfortable. By taking small gradual steps with change…individuals will feel
less overwhelmed.
