We’ve been discussing the “change matrix” within a leadership group in my district.
What’s in it for me? When it comes to change, this may be one of the most frequently used phrases, both vocalized and internalized. Too many times we miss out on great opportunities because we have the wrong mindset. At what point in a teacher’s career does the focus shift from doing what is best for students to, “let’s do what’s best for me.” Our systems are built around the convenience of the adults and not necessarily for the benefit of the students.
I know that some of you may disagree, but where’s your evidence?
1). Master schedule is based on adult’s preference.
2). Teachers threaten to quit or transfer if they do not get the classroom or conference that they want.
3.) Knowing that some teachers lessons aren’t up to par, but not wanting to rock the status quo.
4.) Looking the other way at worksheet driven classrooms because “the test scores are fine.”
Educators need to be redirected back to the purpose of our profession – doing what’s best for students’ success. Our current practices may give us gradual change, but not the change you need to truly make a difference.
We must provide incentives, which doesn’t always mean money. Knowing how important the students are to both their own success and to ours, what can we do, incentive-wise, to get teachers to focus on what’s best for students? How do you steer the conversations back to what’s best for students? Are you a students’ principal?
(Thanks to Dr. Gerald Hudson for the starting point here, :))