Sometimes teachers sit far from the decision making table, but teachers always sit close to learners. Sitting close to learners is a challenging, thoughtful place to sit as you are always aware of what students find engaging, challenging, thoughtful and responsive. Sitting close to students also makes you keenly aware of what they need to develop skill, knowledge and concept with best effect.
This "close to students" and "far from decisions" creates a complex seat for many educators as you feel a student-driven urgency to impact decisions, but often have little time or access to decision makers. What's one to do?
I have been thinking a lot about this question. I've engaged in a number of actions in this regard--some successful and others dreadfully unsuccessful. From my vantage point now, I realize that teachers have to be strategic, thoughtful and direct about this work.
What are the stepping stones to this strategic work?
First, assessment. Assess what is working and what is not working. Add rationale to the list.
Next, create a schedule that includes the elements that are working--maintain that time and effort.
After that, look at what's not working, and research, think about and plan for change. If that change includes decision makers, craft your campaign for change. Sad to say that change takes a campaign, but many educators will understand that need since change is not easily accepted particularly from some who "sit far from the students."
What does a campaign for change include? I suggest the following: evidence of student success and engagement including students' learning products and scores, research, parent comments, and teacher comments. Then share your evidence and plan with the decision makers in timely ways. Also share your evidence and ideas with your PLN to elicit support, ideas and even challenges from experts far and near.
Share your "campaign" earlier than later so that you have time to answer questions, tweak and implement.
As you implement your new ideas, collect evidence with photographs, anecdotes, student work and participants reactions. Revise and enrich as you implement.
This is one strategic idea for new ideas and growing curriculum efforts and ideas to respond to students' needs, interests and passions in timely, thoughtful ways. Let me know if you have any ideas with regard to this process. Thanks.
