"What got us 'here' is not going to get us 'there'!

Hard to believe that 17 August 2011 is soon upon us. As we prepare to greet all staff in preparation for the beginning of the instructional year for learners in Pre-Kindergarten through Super Seniors at Early College, we must set our minds eye on the work that matters most – the work of equipping each learner with the habits of learning.

I did not say prepare our learners for End of Grade, End of Course, or Elements assessments.

No, taking tests is not the means or ends of teaching and learning. Rather the habits of learning – the enduring habits of learning – each learner learning to use their mind well must be the aim. Along the way, learners will learn different content, subject matter, skills, and applications of, for and by learning.

Yet, we cannot deceive ourselves into believing that what we have always done will suffice. If we were to simply revert back to what we have always done we will with little hesitation get what we have always gotten.

The practices, behaviors, routines, and thinking of the past got us into hole – a deep hole.

These same practices, behaviors, routines, and thinking resulted in the Anson County Schools being labeled consistently and persistently low performing.

Query therefore, why would we continue with those practices, behaviors, routines, and thinking?

We know that its illogical as well as irrational to consider holding on to something that isn’t working, isn’t successful, isn’t effective, isn’t efficient.

Yet, it is conceivable that staff in spite of best intentions will revert to failed practices, behaviors, routines, and thinking.

Why?

First and foremost we know from human learning theory that we have a propensity to do what we know or can easily do.

Learning to do something new is difficult.

Would you accept that it takes more effort to unlearn something rather that learning something new?

To assist all of us with new learning, leadership has been studying the research on addiction. Yes, you read that correctly addiction.

At first read, most think of addiction with respect to a substance albeit physical, emotional or psychological addiction. These have not been our focus. Rather, from the addiction research we find insight to what is needed to break an addiction or habit and the importance of forming, developing new habits and routines. With little exception, addiction research relies heavily on thinking or the mindset of the addict. New thinking and new behaviors reinforced consistently and constantly with great intensity over a period of time is central.

Assisting in developing new patterns of thinking accompanied by new behaviors is an over simplistic portrayal of how addictions are overcome. Yet, we see that if we individually and collectively form new thinking and new patterns of behavior with consistent and constant reinforcement and monitoring we can build the capacity and momentum to breakthrough.

Simply, the practices, behaviors, routines, and thinking that got us here will not be the ones that get us there.

This brings me to where is “there”?

“There” is not nirvana.

“There” is not a pithy or trite statement.

“There” is not a test score.

Rather, “there” is each learner demonstrating that they have in fact learned how to learn, learned to how to decide, and learned how to relate.

“There” is each learner with the skills, knowledge, and experience to make and have choices about life’s four major roles – self, family, community, and worker.

We cannot spend time, energy, and effort attempting to convince staff that what got us here will not get us there – that time has passed.

We are done with rational and theory building. Now is the time for application – deep implementation of effective practice.

I am expecting leadership to step up their monitoring, measurement, and feedback to staff about implementation of effective practice. Never has been clearer what we need to do.

We must now do it –

“There “ depends upon it.