In thinking about Jukes this Friday and Classroom 10 I continue to focus on the importance of change in our leadership work. We must ensure that we intentionally plan for the reactions that teachers will have to his message and to the formal rollout of our Outcomes and Indicators. They will be varied depending on things such as years in Tahoma, building taught at, content area taught, grade level and department, status of district curriculum, . . .We must have system and building cohesion in the mesages given and response to questions and issues that will result from the day. How do I prioritize this given the time of year and mutiple needs you face is one of my current struggles. Suggestions would be appreciated.
With my belief in successful change emerging from see/feel and the need for action not long range planning documents, our role takes center stage if we are to take advantage of the system commitment in dollars and time on Friday. The questions we have identifed for Friday are a good starting point, but only that. This work must continue to be visible and we msut find the key to touch teachers at their emotional level.
Our experience tells us that sustainging successful change across all classrooms is difficult. This article that I recently read confirms for me the difficulty and need for moral purpose and reaching emotions in our work.
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I can't speak to how we will plan ahead for our community members reactions nor to how we should prioritize our resources as I don't have the same big picture view that you do, Mike. I can speak to the pitfalls associated with arguing from consequence. The emotional argmuments within the case for why we must grow/change/add because preparing students for their future is what teachers do will be much more powerful than the rational aruguments associated with making the case for that same change because of what will happen if we don't. Teachers (and probably human beings in general) are so very good at discounting even clearly forseen future consequences. We are much less capable of ignoring that which effects us emotionally. Show a teacher that they can better connect with students if they do X and they will be excited to do it. Tell them that if they don't do X bad things will happen to that same student in the future and they will ignore the argument in favor of something that feels more immediate to them.
I find it interesting that the accompanying article talks about reframing change and how radical change may be easier than changing in small steps. Putting doc cameras and laptops in teachers hands is radical change.
Framing the use of these pieces of equipment as a means to improve student learning gets right to the emotional reason we are in education.
I know these will be a big emotional impact when people hear Jukes. Reactions will be all over the map as some people personalize his message and others are re-energized by the same words.
I'm looking forward to it all- I may be watching the audience more than Jukes.
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