Innovation is met with smooth sailing, halting obstacles, and bumpy paths.
Trying to move one's practice forward in complex school systems is often challenging. This is particularly true when system models, tools, and practice have not kept up with changing times.
I believe that the choreography for change profits from leadership that embraces ideas, makes time for innovation, considers multiple ideas, and employs transparency. We all know that in complex systems with multiple ideas/efforts at play, every idea will not be met with easy acceptance or support, but we also know that inclusive, respectful idea/innovation systems will create a climate of creativity, care, and response.
As a classroom teacher, there are priorities/actions we have to consider and employ as we move forward to serve children well.
First, we must keep the needs and interests of our students center stage.
Next, we must meet the organizations' mandates, priorities, and goals with keen attention and care. As advocates for children, this sometimes means that we have to respectfully ask for change, promote new ideas, and debate existing practice and effort.
After that, we need to find the places where we can gain optimal support and do our best work. Sometimes that means putting aside some ideas which at present are unattainable, and embracing other ideas which are closer in reach.
Teaching with vision can be a lonely position in some organizations as old-time, top-down structures often leave little room for practitioner's choice and voice. This is a sad reality in many schools--a reality that makes me pause and think.
In the meantime, however, I'll resume my focus on apt learning design and student response--two areas of my work that impact students with strength.
