There are times when decisions in schools do not fit a teacher's vision, research, or beliefs. This can be extremely troubling.
When this occurs, what's a teacher to do?
I think it's good to follow a three-step plan.
Speak up, ask questions, and learn more. There may be more to the story. Yesterday, for example, I was met with a situation that seemed incorrect. I inquired, and no one seemed to know. Then finally one person had the correct information. What I conjectured was completely wrong, and what was true made significant success. It was one of those "What you see, is not what's really happening" situations. I'm glad I inquired, and I'm happy to hear that the situation was not a problem at all, and in fact a promising solution for a difficult situation.
Next, advocate. I'm learning how to do this better. Use evidence, find the facts, and work with others as much as possible to advocate for better. So with regard to another seemingly problematic situation, I reached out with rationale about why I didn't agree with a situation. I thought my letter was a bit clumsy however, and I want to work on that more. Now I'll sit back and wait until I get a response about the situation, and then I'll figure out next steps. Perhaps the responses will convince me that I'm misdirected in the situation, and perhaps the responses will spur greater research and advocacy with colleagues and others to further what I believe is right and good for students. Time will tell.
After that, do as you're told. There are some that do what they want quietly even if it is not sanctioned. I don't believe in that since it creates a challenging path for the rest of us. Instead, I believe in speaking up, and in the meantime following organizational protocol and policy to the best of your ability.
There will always be conflict and disagreements in organizations. This is particularly true in education since we mirror the changing society we live in. Good education is always responding to change, innovation, challenge, opportunity, and need. Good education is always in flux, and debate is part of that equation.
Respectful debate, civil discourse, collaborative research/fact finding, and good processes can help lead us from debate and disagreement to compromise and promising growth and development.
As I move from frustration and a sense of powerlessness with regard to my professional work to greater advocacy, collaboration, and compromise, I want to understand this positive movement better. I want to speak up, advocate, and follow systematic protocols too to teach students well, and I want to empower others to do the same. Onward.
