I would like all of us – each and every one of us to identify the resisting forces pushing against the driving forces of change necessary to achieve our mission – all students meeting or exceeding high standards.
The driving forces are the compelling reason, purpose, or aim of the change we desire. Whereas, resisting forces are the objects, or forces that stop the change envisioned.
For change to succeed, driving forces must overcome resisting forces. Though this may seem obvious, resisting forces are oft subject to subterfuge and other forms of deception. They are under estimated, discounted, and ignored until they become the focus rather than the change desired.
Let’s return to change. Between the driving and resisting forces is just that, the change we desire.
What change do we want?
When I came to Anson County in July of 2007, it was made clear by the Board of Education that creating and implementing a strategic plan was a priority.
Before addressing student performance, quality of principals, teachers, and other administrators, facilities, activity and athletic programs, visual, fine and performing art programs, funding, enrollment, middle class flight, student behavior, attendance, parental engagement, poverty, transparency, and etc. the Board of Education desired a plan.
Again, it may seem obvious that before addressing program, processes, procedures, and performance improvement we needed a plan.
To that end, a plan was created. Not a traditional plan. Using a different construct; one based on the identification of the school system’s promises to students, parents, staff, and community and the identification of factors key to success as well as key indicators of performance were developed and agreed upon.
These promises, key success factors, and key performance indicators collectively are the Strategic Commitments – the plan.
This is where the driving and resisting forces become relevant. Each of the key success factors that must be met represent the change we desire.
Underpinning the driving forces are people – children, young adults, adults, seniors. They are the past, present, and future of this county, this state, and nation. They are workers, producers, inventors, repairmen, guards, farmers, businessmen and women. They are our best hope for better.
If the driving forces are the improvement of our children why is there resistance? What is pushing back?
Consider:
Driving Force – All students literate
Required Change – All teachers in every class implement effective literacy instruction daily
Resisting Force – ?
How about another?
Driving Force – All students proficient in Algebra
Required Change – Effective daily math instruction
Resisting Force – ?
One more
Driving Force – All students write effectively
Required Change – Effective daily writing instruction
Resisting Force - ?
It isn’t logical is it? If the driving forces in these examples are students that are literate, Algebra proficient, and effective writers and the change desired is effective instruction, what is the resisting force stopping or obstructing the change?
Can it be this simple?
No, it isn’t!
We have complicated, confused and convoluted the change process to the point that we expect people to resist no matter how compelling the driving force or envisioned change.
Argumentatively, the whole “buy in” mindset is more or less asking people to fit the driving force and envisioned change into their current understanding, current values, and current competencies.
The problem should be obvious. The driving force is not open for discussion. Why then should the change?
Query if we were already meeting or exceeding expectations for performance, purpose or aim of education the call for change would be moot.
Our current reality however illuminates a different reality – a reality that many deny, dismiss, or simply ignore.
There it is, I have answered my own question – resisting forces are more or less a denial of current reality.
How long can we deny our reality? Moreover, how long can our students continue to wait for us to see them not only as they are but what they can become as a result of the change we must be for them?