Seriously. In her work across Canada and the US, child psychologist Jody Carrington has met hundreds of kids, families, and their support systems. Regardless of where she’s traveled or the specific circumstances of these encounters, the message she’s received from concerned parents and educators has been the same: Our kids are okay only if those of us trying to support them are okay.
During a child’s development, educators become a crucial connection point, with the potential to make a huge impact on a student’s well-being. But are the educators okay? Jody Carrington believes that most great educators want to make a difference. However, many educators are finding it more and more difficult “these days” to love what they do. It’s time we did a better job of looking after them first. Plain and simple.
This book is for those who work in educational settings: our teachers, bus drivers, administrators, educational assistants, librarians, administrative assistants, and custodians. It’s also for anyone who leads, loves, and supports them. If you have a kid, work with a kid, or love a kid, you will find something inspiring in these pages, possibly even game-changing.
Did you know that IMPress author George Couros puts out a podcast once a week? Below is the blog post that accompanies the podcast (link to the podcast in the post) about ways you can influence change!
No matter your position in education, you can influence change. If we are waiting for “someone else” to create meaningful change, it might not happen.
You can check out the full podcast on Apple iTunes, Soundcloud, or Spotify. You can also read the slightly “updated” post below.
“At the end of the day, what qualifies people to be called ‘leaders’ is their capacity to influence others to change their behavior in order
to achieve important results.” Joseph Grenny
In a time where the only constant in education is “change,” people involved with education need to become “change agents” more now than ever. You can understand pedagogy inside out, but if you are unable to define “why” someone should do something different in their practice, all of that knowledge can be ultimately wasted. People will take a “known good” over an “unknown better” in most cases; the challenge is to help make the “unknown” visible and show why it is better for kids.
Simply sharing new ideas is not enough. It has to go deeper. Ultimately, you want people to feel and value that any change is better than they were kids, and that are current students will be better served by creating a better experience. Innately, educators want what is best for kids.
Tap into that, and people are more likely to move forward. As Dan Pink states,
“To sell well is to convince someone else to part with resources—not to deprive that person, but to leave him better off in the end.”
So how does this happen? Below are some things that I have seen effective leaders (from any position) to help people not only accept change but embrace it as an opportunity to do something better for kids.
1. Model the change that they want to see.
Although this might seem extremely “cliche,” it is the most crucial step for any leader in leading the “change effort.” Many organizations talk about the idea that people need to be “risk-takers,” yet they are not willing to model it themselves. Until that happens, people will not feel comfortable doing something different. It is also the difference between talking from a “theoretical” to “practical” viewpoint.
People will feel more comfortable taking a journey to an unknown place if they know that the first steps have been made by someone else. Although I believe in the idea of distributed leadership, the idea of “leaders” is that they are also ahead; they have done things that have not been done before. Chris Kennedy has shared the belief that leaders need to be “elbow deep in learning” with others, not only to show they are willing to embrace the change that they speak about but also to be able to talk from a place of experience.
2. Show that you understand the value that already exists.
The word “change” is terrifying to some because it makes them feel that everything that they are doing is irrelevant. Rarely is that the case. I have seen speakers talk to an audience for an hour, and people walk out feeling like they were just scolded for 90 minutes on how everything that they are doing is wrong. It is great to share new ideas, but you have to tap into what exists already that is powerful.
When you show people that you value them and their ideas (and not in a fake way which is pretty easy to read through), they are more likely to move mountains for you, and for themselves.
Strengths-based leadership is something that should be standard with administrators to teachers, as it should be standard with teachers to kids.
3. Tell stories.
Data should inform what we do and is an essential part of the change process, but it does not necessarily move people forward in a positive direction.
Of course, using evidence to inform practice is important, but stories are what move people forward.
Great organizations know the importance of telling a story to make people “feel” something.
This is something I truly believe:
To inspire meaningful change, you must make a connection to the heart before you make a connection to the mind.
Stories touch the heart. What is the story of your classroom, school, or district? Not only the one you can tell but the one you want to create together?
Think about it…this is a school newsletter. Imagine if I handed out a piece of paper to educators and asked them to read a newsletter from another school. Do you think they would care as much as seeing the kids, their faces, and their emotions?
Don’t let a grade be the only thing that tells a story about the kids in our schools. Let’s empower our students to learn to share their own stories, as well as the stories of the school.
5. Get people excited and then get out of the way.
“Increase your power by reducing it.” Daniel Pink
I have been to schools, watched administrators encourage their teachers to embrace something different in their practice, and they make that change impossible to do.
Answering that “we need to change the policy before you can move forward” not only encourages the detractors, but it kills the enthusiasm in your champions.
When “yeah but” is the most commonly used phrase in your leadership repertoire, you might as well learn to say “no”; it’s essentially the same thing. The most successful people in the world rarely follow a script, but write a different one altogether. Are teachers doing something better “because of you” or “despite you”? If you want to inspire change, be prepared to “clear the path” and get out of the way so that change can happen.
The change process is a tough one, but merely being knowledgeable is not enough. Some people that actually “know less” but “influence more” create more change than some of the smartest people we might know.
Education is not about “stuff” but about “people.” Tap into that, and you are more likely to see the change that you are hoping to see.
Below is a post by Katie Martin of Professional Learning at Altitude Learning. If you enjoy the post, you should consider picking up her book Learner-Centered Innovation.
5 Key Practices in Learner-Centered Schools
After spending two weeks away from home working with school and district teams, leading workshops and keynoting conferences, which I love and am honored to do, I was still admittedly exhausted. After a much needed low key weekend and home with the family, I had the opportunity to spend two days with leaders from Western Pennsylvania as they visited some of our amazing schools in San Diego. The opportunity to be home and connect with educators to explore the great things happening in San Diego schools was the perfect opportunity for me to be grounded and inspired. It reminded me of this quote that Brene Brown shared in Dare to Lead.
“There is the in-breath and there is the out-breath, and too often we feel like we have to exhale all the time. The inhale is absolutely essential-and then you can exhale.”
— Joan Halifax
Throughout the visits to these schools, I noticed common trends that spanned across diverse schools that I believe are a preview to what I believe will be more and more common in all schools in the next decade.
1. Culture is Everything
Ruth Hellams from Del Lago kicked off the school visits and reminded us all that culture is everything. She shared, “If you can’t articulate your vision through real experiences, go back and revisit it.” I love this push to not only have a vision but create the culture that brings it to life–every day. This was a clear focus in each school that we visited and evident from the diverse stakeholders we engaged with.
2. Teacher Collaboration
Schools and educators that are focused on learner-centered practices not only create such meaningful opportunities for students but are also very intentional about creating time DURING THE SCHOOL DAY to collaborate and embody being learners themselves. For example, Design 39 has an hour every day for teachers to work together, and every time I get to visit I see something new and different that they are trying in the service of kids. The collaboration and ongoing learning is so evident throughout the school.
3. Focus on Learners and Learning
You have to know what you want and design for it. In a typical system, we design around instruction, not learners and learning. In that mode, we buy programs and resources first and design everything to fit them. Instead, if we are learner-centered, we start with the learners and the learning that is most valuable. Cajon Valley Union School District’s World of Work program empowers learners to know who they are through surveys and self-assessments in order to name their strengths, talents, and interests. The way in which students could articulate their goals and their learning path is a reminder that even our youngest students can drive their own learning if we let them and provide the right structures and tools. Understanding those you serve and providing opportunities for them to better understand themselves and others is central to creating learner-centered environments.
4. Technology in the Background
A comment was made from some of the visiting leaders that it was a surprise in these innovative schools that “technology was not the focus.” It is critical that we continue to build the understanding that technology is not the answer to learner-centered education, but instead, we recognize that it can be so powerful when it supports a model that is built on learning and learners and is used to support those goals but not the focus. In each of our visits, we saw such powerful examples of learning first and technology in the background to support learning, not supplant the educator and human connection!
5. Learner Agency
When you are so used to a compliance-driven model it is often hard to imagine that kids (and all people) can function outside of a control and command environment because you are so used to it. In these visits, educators are always struck by the culture of care and agency rather than control. For example, early elementary school kids are allowed to choose seats, get a drink of water, and even move freely in and out of the classroom. Kids are celebrated and coached to make good choices not scolded, trained, and managed. When you see a student eating, listening to music, or talking to a friend, it is not an affront to the teacher, it’s just kids being kids. The focus in on learning, and what people need not dress code, infractions, and educators being in control. It’s exactly how I want my children to be treated and it is so clear that they feel valued and empowered and frankly get to spend more time on learning, which is the goal!
Please check out Fuerte Elementary School, Design 39 Campus, Flora Vista, Del Lago Academy and the Met School. There are so many aspects of each classroom, teacher, the interactions, the culture, the impact that these highlights don’t even begin to dive into and I am still processing all that I experienced and I am so grateful for the learning opportunity but if I could sum it up it is this: Empowered teachers empower their students. In each of our roles is we can continue to ask what we can do to create meaningful learning experiences and empower learners we are well on our way to seeing more and more of these experiences for each and every student.
As an educator, you have the power to leave a legacy by . . .
Making students’ learning experiences personal and authentic
Ensuring that the culture around you is personal and authentic
Developing and nurturing personal and authentic relationships
Being personal and authentic
In Personal & Authentic, Thomas C. Murray reveals the power of designing awe-inspiring experiences that are grounded in relationships and learner-centered by design. Inherently relevant and contextualized, it is this kind of learning that lasts a lifetime.
Be bold. Be fearless. Be proud. Be you.
Your story is not finished yet.
“After you read this book, you will become a better teacher and leader—and if not, you might want to read it again!” —Salome Thomas-EL, award-winning principal, speaker, and author
“One of the most helpful, heartfelt, and unassuming stories I’ve ever read.” —Brad Gustafson, EdD, national distinguished principal and best-selling author
“The story always wins. The most impactful learning has always been personal and authentic. Murray does a masterful job of weaving both the gripping story of educators and the opportunities for them to increase their impact on students.” —Joe Sanfelippo, PhD, superintendent, author, and speaker
“Teachers will finish this book feeling inspired and empowered to continue the important work we are called to do.” —Luisa Palomo Hare, kindergarten teacher, 2012 Nebraska Teacher of the Year
Most of us have been conditioned to believe that changing school culture takes several years. While there’s some truth to this, I’m learning it doesn’t have to be the nebulous process many people make it out to be. There are tangible steps school leaders can take to make meaningful change a reality in less time than you might think. (Spoiler Alert: #3 is my favorite!)
1. We can create “quick culture” by focusing on smaller groups or teams within the larger organization. By being intentional with how we are nurturing the culture in smaller group situations, we can demystify many of the complexities that are more difficult to change en mass. You might be thinking a focus on smaller groups within your school or district might be at the expense of the larger whole (or somehow disconnected from the broader mission), but it’s just the opposite. Look at it like reading a book. Starting with the first sentence, page, and chapter creates momentum.
2. Resist the temptation to create artificial dichotomies. It can be too easy to demonize one thing to promote something different. For example, don’t pit people against one another. Don’t pretend you have to choose between phonics instruction and a balanced approach to literacy. Don’t portray worksheets as pure evil just to propel your technology agenda forward. And NEVER settle for the notion that you need to choose between relationships and results. Be honest and thoughtful about the value and challenges each of these things inherently possesses.
3. Lastly…and despite everything we learned in principal school…school culture is not about who they say you are…it’s about living out who you know you are. It’s about identifying the shared values and beliefs of your school community and then following that vision in an unswerving manner. And if you or your school is being described in a manner different than you might choose, figure out why. What’s the disconnect? What do you need to do to communicate differently? Or better yet…what do you need to do to better align with who you decide you want to be?
I absolutely love the quote from Angie Thomas’s book, “On the Come Up.” The main character, Bri, is an aspiring rapper who is struggling with who she wants to be as an artist. The quote is part of a larger conversation between Bri and her mom. I’d go so far as to say that if more school leaders started by deciding who they were and then committed to learning who the people they serve want to be, culture would become much more malleable than we make it out to be.
