"Collective Sense of Urgency"

Do we have a collective sense of urgency?

More importantly, do we know what a collective sense of urgency is?

It is generally accepted that urgency is “the quality or condition of being urgent; pressing importance: a pressing necessity”.

I am not so sure there is an appreciation for urgency. Rather, I know we more often or not succumb to the tyranny of the moment and confuse the moment as the most pressing or urgent matter. Akin to putting out fires or greasing the squeaky wheel or whatever other metaphor we associate with diverting time, energy, resources, or etc. urgent is viewed as episodic or time based.

In this new economy, new world urgency is the “new” normal for work. No longer can urgency be viewed as something you get ready for or ramp up for or rest between for that matter. It is a constant.

The idea that a sense of urgency has become our new normal may seem odd to many. Yet, an increased sense of importance, sense of mission, sense of achieving results must be intensified if we are to achieve our best hopes for each learner.

We cannot wait for something else or someone else to tell us, show, us, shame us, or threaten us to act.

We cannot simply "want" our students to perform better we must "act". Our actions must be deliberate and with a renewed sense that every step, every decision, every choice, and every action cannot be delayed or put off.

Too often decisions, those decisions most critical to students especially those students who have the greatest dependency on educators for their learning are not made with a sense of urgency, the necessary sense of importance to do “whatever it takes”.

This is not a criticism of character, integrity, or the caring nature of educators. The lack of urgency is unfortunately more a matter of a system that has not collectively embraced the responsibility and accountability for "whatever it takes" to ensure performance improvement. There’s always next year, right?

This sense of collective urgency must be a balance of pragmatism, idealism, and realism. We cannot simply amp up or marshal our efforts recklessly or naively. Our efforts must be grounded in what is right, what is true, and what is good.

The “whatever it takes” mindset drives the authority to act with urgency. It does not wait or delay. This sense of urgency combined with accountability as defined by Connors et.al (1994) equips individuals and our system collectively with an incredible platform to act.

Accountability

“An attitude of continually asking, “what else can I do to rise above my circumstances and achieve the results I desire?” It is the process of “seeing it, owning it, solving it, and doing it.” It requires a level of ownership that includes making, keeping, and proactively answering for personal commitments. It is a perspective that embraces both current and future efforts rather than reactive and historical explanations (Connors, Smith & Hickman, 1994; page 65).

Urgency therefore cannot be someone else’s to own. Each and every one of us must see urgency as a non-negotiable component of our daily work.

Urgency is not reckless or reactive. It must be intentional. It must be part of who we are, what we do, and how we do whatever it takes to ensure each learner is successful.

Urgency requires a clear and comprehensive awareness and understanding of vision, mission, and guiding principles of the district as well as for each school and classroom.

Urgency requires action – an action that is not rushed, chaotic, or without clear responsibilities or accountabilities for decisions, solutions, or results.

Urgency is not desperation, a last resort or alternative. In this vain, urgency is destructive, unhealthy, and undesirable.

In as much as educators must exercise urgency as the new normal I will not discount the importance of student motivation, engagement, effort, and ownership of learning.

The responsibility of the student is paramount but is also highly dependent upon educators creating, cultivating, reinforcing, and sustaining an efficacious environment for both learner and teacher alike.

A sense of urgency, clearly defined accountability, and efficacy will transform our system. Without these I am afraid we will continue to spin our proverbial wheels expending energy and effort that are already at dangerous lows.

This is the place, the appointed time, and the necessary work that must be done for success. We must now more than ever embrace our work with a renewed sense of importance, sense of mission – sense of urgency.

It is up to each one of us!