I was teetering on the edge of exhaustion for a few days due to the amount of work we were doing to bring a few projects to final fruition. I kept pushing ahead because I believed in what we were doing and I knew that if I could stay the course we could help every child rise to a positive level of achievement. I wasn't alone, everyone was pushing ahead. It was good, worthwhile, positive work, and there was no way to find extra time or support given the parameters of the project and the unknowns that existed in other project work at the time. Then when it was all done and done well, there was a moment of satisfaction and relief, and then one more push--a push that didn't take into account what had just happened and a push that seemed unnecessary and overbearing. Over the past six weeks or so--there was tremendous effort, energy, enthusiasm, and result. Now it was time to stay the course with the final stage, a quieter, more thoughtful time that would bring the year to a positive end. Why couldn't they notice that, be sensitive, and kind. But instead they persisted which did take me down--what tends to blow me down is lack of respect, voice, and choice--those pushes from above that show no regard to who you are, what you know, or what you do.
It has happened before when I've researched initiatives well only to be given no support, when challenged for something I know to be true, or when a well thought out decision and plan is overridden with no consult or conversation. Each time these events have stymied me, and about five years later, what I had hoped for, results. The program that resulted in little growth finally was disbanded. The tables I longed for were finally approved. The program that helped students reach extraordinary success was granted, and so on. At first, however, time and again there is push back, push back that's disrespectful, demeaning, and deflating. It hurts every time and brings out the worst in me. My quick decisions to make change disrupt people--they don't understand how my research, work, and thinking bursts with a synergy--there are moments when the good idea reveals itself, and that's when I know it's time to act.
As I've noted before the number of naysayers and lack of voice and choice has greatly diminished. More are respectful and kind these days which makes innovation more possible and promising. In the past, and still somewhat today, to innovate meant scaling giant walls of obstruction, doubt, and push back. These walls stymied the good ideas that exist and the wonderful creativity too. Recently many of those walls have come down which is very positive, but as noted, some still exist and those are still difficult walls to scale.
How do we build trust with these naysayers? How do we help them to understand what we really need to do our work well to lift every child up? What avenues can we travel to put an end to the kind of push back that blows you off course and leaves you bruised and discouraged? Why can't they make the time to truly listen, get to know us, and see where we are headed? Why is so much imposed rather than built from the ground up with collaboration, shared mission, and effective process and effort?
As I think ahead, it begins with a clear understanding of what's expected, and it's important that what's expected is doable. For example, our teaching/learning expectations at present far exceed the hours in a day which means that no one can do it all, something has to give. We have to be honest about the time we have and what we can realistically do. You can't fit ten gallons in a five gallon jug--that's a reality.
We also have to understand the why, the rationale related to what we are doing? Could it be true that some expectations are now outdated or unimportant to the mission we have.
And, we have to steer clear of gossip which feeds the fire of frustration and inertia. For example, a demeaning and untrue comment was passed around about work we've done. Rather than bringing that commentary to us directly, it was shared with administrators. To not deal with information directly diminishes what we can do together. To leave questions unanswered and to criticize efforts via gossip rather than straight on creates an untrustworthy climate where less is possible rather than more.
The matter that spurred this post is very small in nature, but not insignificant because it is a symptom of a greater problem--a problem that sees teachers as peons rather than full members of the teaching/learning community. It's a problem of disrespect and ineffective practice.
How can I work for betterment in this regard?
Clarity matters. Clarity in communication. Clarity in expectations. Clarity with goals and clarity with regard to the timeline of events, and clarity with respect to what's reasonable and doable, and what is not?
Voice and choice matter. Continued advocacy for distributive leadership models and the support for teacher voice and choice. Middle management positions have been added to many school districts that distance educators from the direct supports, funding, professional learning, information, and decision making with regard to students and programs. I don't think there should be a wide middle management level in schools, but instead I believe in the development of greater hybrid roles for teachers--roles where teachers teach and lead too. This is a more successful model and a model that can be found in successful schools around the world.
Good, collaborative, inclusive program design matters. Too often curriculum programs are dull and irrelevant to the learners you teach. That's why good, collaborative and inclusive program design and evolution is integral to teaching well. The world is always changing and our programs have to change with it.
Fortunately the edge I was pushed over was not too high and I'm able to climb back up and right myself. Similar to when this has happened in the past, I didn't really see it coming, but it came and I was toppled. I'm back up now ready to push forward to do the good work possible. I will continue to look for better ways to anticipate moments like these and work with the challenge in more effective ways. Onward.
