Human nature compels us in many cases to take the easiest possible path to success. In fact, structures are often put in place so that it is difficult to deviate from a prescribed path. It is easy to go with the flow if success has been defined for us. In my opinion that is the case in education. Educators and stakeholders alike have been brainwashed into thinking that a successful school or district is one who achieves through quantitative measures. Institutional practices that have historically been implemented and sustained for the sole purpose of preserving the status quo have become a detriment. Past practice might be the single most negative factor perpetuated by fixed mindsets. We can do better. We need to do better.
We must reflect on past practice in order to improve current practice. As a leader, going against the flow is about using fear as a catalyst to face everything and rise. Instead of enabling the status quo to dictate the learning culture of a school, critical reflection is employed to disrupt professional practice in order to grow and improve. This requires asking some difficult questions that will pave the way for change that is desperately needed in some schools. Asking these questions can provide a clear case for disruptive change that can lead to the embracement of innovative ideas and a fundamental shift in learning.
Leaders who choose to go against the flow ask these critical questions about their school culture:
- How well are we meeting the needs of today’s learner? This question is a start, however it doesn’t really matter much what we think. The question should be asked to our students in the form of how well are we meeting their needs.
- Are we more concerned about learning or traditional grading practices?
- Does homework improve learner outcomes?
- How does the current process of observation and evaluation of staff ensure accountability while improving instruction and leadership?
- How does this particular policy positively impact student learning? If it doesn’t, then why is precious time spent on developing and enforcing it?
- How do we know that our investments in educational technology are actually improving student learning and achievement? What supporting evidence do we have?
- Do we hold ourselves accountable for implementing ideas and strategies learned through professional development?
These are tough questions that not only enable us to reflect, but to also be honest about what isn’t working in education. There are broken aspects of school culture that cannot be ignored any longer such as grading, homework, professional development, ineffective technology integration, outdated policies, observation/evaluation, and a culture that is not adequately preparing students for their future. As a principal, the questions above were used to implement needed changes that led to results.
This is not the case in all schools, as great progress has been made across the globe to provide more relevant ways to empower learners and educators alike. However, the questions above force us to reflect more holistically to begin the process of meaningful change. We must resist the temptation as leaders to go down the path of least resistance. It is time to go against the flow and usher in new ideas for the betterment of students and us.
What questions above most resonate with you and why? What driving questions would you add?
Source: A Principal’s Reflections