"To me or For me?"

“Change isn’t always easy and it isn’t always hard. In some ways, change is ubiquitous; in others it’s unlikely” (Heath & Heath, in SWITCH, page 255). Though we often intellectually acknowledge that change is ever present, we are nevertheless adverse to the reality that, well, it happens whether we are willing participants or not.

Heath and Heath state, “When change works it follows a pattern – clear direction, ample motivation, and a supportive environment”. However, most of us don’t necessarily think in terms of patterns when it comes to change. Most, if not all of us, think of change as episodic triggered more often or not by an event. Organizationally as well as from systems thinking, this is problematic.

Consider these two mindsets - one where change is constant and the other as sporadic.

In both we control our reaction or response to change. However, there is a huge difference as to whether we perceive or believe that we have a degree of control not just in our response or reaction but also in the change itself.

The first mindset is predicated on a reality that change is constant. As such we can actually plan, monitor, and measure change. We don’t need to “ramp up” or get ready for change – it just is. What is different, however, is that we don’t have to be a victim. We can be proactive. Thus, we can have clear direction – what do we envision as the outcome or output of this change? What are our expectations for the change?

We can also determine our motivation differently. Rather than believe and behave as if change is happening to me we can within this mindset embrace that change happens for me. This influences greatly our motivation – a want to versus a have to. Even if it is a have to – we can take the reins, if you will, and direct or influence the direction.

Lastly, this mindset of change as a constant impacts our environment differently. Rather than expending effort, energy, and expense to insulate the environment from change, we can build the environment or culture for change. That is, we can as Heath and Heath suggest, develop a pattern of clear direction, ample motivation, and a supportive environment irrespective of the impetus of the change.

The sporadic or episodic change mindset more often or not fixates on who is imposing change. It evokes a defensive response. In fact the emotions generated from episodic change create such animosity, resentment, and divisiveness that in many cases individuals, groups, and organizations never recover. Even if the change results in improvement, the enduring change never takes deep root. It can’t. Episodic change yields episodic results. It is as simple as that.

These two mindsets impact our thinking about Race to the Top (RttT). On one hand, it is happening for us. On the other hand, it is happening to us. The to us mindset will cause great harm. I want to believe that we have build enough capacity in the past three years to shift from the to us to the for us mindset.

Our RttT plan reflects a mindset influenced by the happening for us – given we’ve been in change for several years, we are taking RttT in stride without any thought or concern that it will cause disruptions. In fact, we are convinced that it will not require us to add any new initiatives or programs.

I would be remiss if I didn’t acknowledge that the change for us mindset underpins the administrative changes approved by the Board of Education this week.

I want to underscore one very important fact about the timing of these changes. That is, we have a clear direction (Strategic Commitments) for the change we desire. The course is set. Thus, shifting leadership is all about placing individuals and their skills sets in positions to accelerate, intensify our course of action. If our community including the learning community will embrace the for us rather than the to us mindset, they too, will see these changes as 1) natural, 2) timely, and 3 of great importance for each learner in the Anson County Schools.

Isn’t that what this is all about – the learners?

“what’s trust got to do with it”

The Leadership Team knows that I love to read (blame my mother for instilling a love for reading). Moreover, they know that I don’t hesitate to share what I’m learning – the impact personally or professionally. To that end, a book that has all the markings for the seminal work of this time is The Spirit Level: Why Greater Equality makes Societies Stronger by Richard Wilkinson and Kate Pickett.

Currently, I am in a part of the book that investigates the impact of inequality on societal trust. One research question, “does inequality corrode trust and divide people – government from citizens, rich from poor, minority from majority” (p. 51) teeters on the obvious. Of course we know that inequality is a significant social divider. In fact, we have lived the power of using difference as a means to separate us.

A consequence of difference is the lack of trust. Further still and more to the point, the greater the inequality in a society the greater the mistrust. So what does this have to do with our schools – the work of teaching and learning – the work of ensuring that each learner learns to high standards?

It means that we must work that much harder to build a foundation of trust, bridges of awareness as well as understanding, and a community committed to an ideal, a vision, a preferred future that, for many, is nothing more than delusional.

We indeed live in a time of great cynicism, impatience, and skepticism. However, those of you of my generation have witnessed never thought possible societal change not to mention the advent of globalization, technology, and medical advancements. Why then, is it impossible to imagine that we can create an educational system that does ensure that each learner learns to high standards? – In practice not just in words?

Seriously, why can’t we see this?

Why can’t we embrace it and take the necessary steps to make it happen?

I think it comes down to a realty that we really don’t trust we can get this done.

I understand promises have been made and broken over and over and over again. In fact, this cycle is routine. We have developed calluses or become hardened protecting from vulnerability or openness to such notions.

“Trust affects the wellbeing of individuals, as well as the well being of civic society. High levels of trust mean that people feel secure, they have less to worry about, they see others as co-operative rather than competitive – they believe in a common culture – held together by shared values where everybody is treated with respect and tolerance” (Wilkinson and Picket, 2009, p. 56-57).

Trust is powerful! A first step in looking at trust is reflection. “Why” are we in this work? Consider what is your purpose, your vision, mission, and your best hopes for the impact or effect of your effort?

How quickly and concisely can you provide a response to the aforementioned questions?

Further, how often do you discuss your responses with others?

Take solace in the fact that most people don’t think and converse about their purpose, vision, or best hopes resultant from their work.

Educators, however, must!

We must daily be conscious of “what” and “why” we are engaged in such work. Yes, trust or the lack of does impact how and how often we think on such things.

Optimistically, underpinning most educator’s core values and beliefs is an unwavering commitment to “all” learners and their well being irrespective of their differences. I am equally confident that educators are mindful that differences are not limitations or liabilities.

I remain steadfast that it will be the educators that champion the cause that it is time – the time to be trust makers with our students, parents, colleagues, and community.

In a like manner, I believe that this is the time that we, as a community unite and put aside at personal and collective cost those factors albeit present or historical that cause division to focus on building that preferred future – a future where each learner is successful.

Can you see it?

"a cause beyond ones' self"

Cummings and Worley (2001) Essentials of Organization development and change convey an understanding of change that is more or less driven by what those leading, experiencing, or witnessing think. They suggest, “Real-life change doesn’t happen in predictable stages”. Despite the reality of real-life change, many if not most educators respond to external pressure for change by using linear improvement models that ask leaders to: 1) Create a vision of the future; 2) Assess the current situation; 3) Compare the present to the desired future and 9201 University City Blvd., identify the gaps; 4) Set goals and objectives to move from the present to the future; and 5) Move straight forward toward the future.

Here we are again – a linear approach to change - the foundation of the Race to the Top (RttT) plan. Sadly, we are positioned to repeat the same mistakes of the past with respect to change. There is, however, a very important step we can take to ensure greater success – this time.

First, we must acknowledge that culture and context are significant factors in understanding our past, present and future.

Culture is complex! The complexity comes, in part, from the interrelationship between people’s assumptions, beliefs, and values let alone their behaviors.

Second, what we think, how we think, and why we think are equally important factors that must be considered.

A key to change is how people think in our school system. We must stop thinking thoughts that are self-centered and self-seeking. Everyone must start thinking of others first. Easier said than done –

Roland Barth (author, professor) wrote many years ago about the need of believing and committing to a “cause beyond oneself”. The real power of this concept was not in the believing or in the committing. Rather, it was in the “doing” – the behaviors manifested from this deep sense of others before self. Teetering on the oft learned but seldom practiced “golden rule”, Barth’s attempt to challenge each of us to “think” differently about our work is timely.

If we think RttT is but another in a series of steps, mandates, or threats to force improvement of teaching and learning we will act out of compliance.

However, if we think RttT provides an opportunity to build competence, confidence, and capacity in effective practice in all aspects of the work – our work, we will act out of commitment. Commitment is different especially within the context of Barth’s idiom of a “cause beyond one’s self”.

We are at a pivotal time, possibly historic time in education – especially in Anson County. We have a choice that will, for the most part, impact not only this present generation but also generations to come. The choice before us, all of us, will be individual first, and organizationally second. That is, each of us must decide “what” and “how” we think about the changes that must be made in practice to ensure each learner, each staff, each school, and the entire system is successful.

Once the decision to think differently is made, each of us must reflect, ponder, analyze, assess, and prepare ourselves for unlearning before we can embrace new learning, different learning, or deeper learning. This will not be easy.

We have individually and collectively developed sets of habits that, in many respects, are contrarian or the antithesis of effective practice. This hasn’t been malicious or with ill intent. Rather, we have become habituated in certain practices, certain programs, certain procedures, certain thinking and certain behaviors that have produced mixed and inconsistent results.

Anyone of us that have attempted to change, break habits know firsthand the challenges, inconveniences, and often agony of such a noble intent. However, those that have been successful also know firsthand that the first step is thinking differently – we are at that point. It is the time, our time to think differently about where we are and where we want to go – then, thinking differently about how to get there.

"... and we thought this would be easy?"

Once the word was announced that North Carolina was approved to receive Race to the Top (RttT) funding my phone, cell phone, email, snail mail, voice mail and any other means of communication has been bombarded with “solutions”, “answers”, “products”, “services”, and “silver bullets” to improve teaching and learning. Rivaled only by the barrage from “experts” after the No Child Left Behind Act was approved in 2002, this present onslaught has the makings for an Oliver Stone conspiracy thriller. Most certainly educators have been holding back.

Motivated by being the subject of ridicule, condemnation, and threats from every direction about work ethic, commitment, competence, and conviction or the lack of – yes, educators have been holding back. Akin to the medical doctor that purposely holds back care – yes, educators have been holding back from using what works.

In the latest of what surely will be continuing requirements, threats of takeover, and court orders, we can now educate all students to high standards because it is in the plan. Are you feeling it?

Call my cynical or possibly naïve, but you have to be kidding?

The work of addressing both the failure to learn as well as failed learning will not so easily be achieved by simply redressing failed solutions with new clothes – however attractive those clothes may appear.

The work – our work is far greater, deeper, and complex than simply demanding adults work harder, care more, and give of themselves more. The work – our work requires unprecedented commitment by all those who genuinely, sincerely and authentically are interested in the success of each learner. The call to arms answered by policy makers, business, civic, and faith leaders, grand parents, citizens without children – the community is without question essential.

However, what must be different is not the coming together to lament about the youth of today. Though tempting, we must ask and grant permission to resist dwelling on historical or legacy issues. Though many of these remain factors and serve to assist with understanding context as well as culture – they cannot be allowed to dominate the conversation.

A different lens to view the obstacles and challenges is needed. Seeing challenges, obstacles differently is critical and provides an unprecedented moment in public education to see opportunities for change in practice, purpose, and results.

Race to the Top (RttT) is a reset – a do over if you will. But, we must see it as such. I rail against those that suggest that the state’s RttT plan is the answer. It isn’t and won’t be. It fundamentally does not and cannot address the root cause of failed learning or the failure to learn. RttT, however, is an opportunity to see our work through different lenses – or we will, once again, fail to achieve what we most desire – successful learners.

Seeing possibilities, solutions rather than problems is at the heart of our individual as well as collective transformation. Understanding that RttT is happening “for us” rather than “to us” is equally necessary. We are not victims!

We have a significant, defining choice to make – we can either proactively embrace the challenges and accept our role as both part of the problem and solution or succumb to past or historical explanations or excuses for the way things are.

Simply, we can accept the responsibility, accountability, and authority to design our preferred future or we can be pulled, shoved, pushed, or dragged to a future that we had little, if anything to do with.

For me, I would rather be proactive. To that end, we know what we must do. Intensity, focus, and urgency must be applied to the programs, practices, and initiatives we have underway.

Every indicator of growth, improvement, and transformation gives evidence that we are pursuing transformation in a manner that yields results – we must now more than ever stay the course by deeper, consistent, and unrelenting implementation of what we have begun.

We must do not just know what to do!