Praxis Makes Perfect

Came across this L.A. Times article about the pending showdown between mayor Villaraigosa and the teachers’ union, concerning his desire to take over L.A. Unified: click here
The questions that always pop up for me when large scale, political, and structural changes are prescribed as a solution to education reform are:

1. Are the players involved, doing what’s right, or just vying for power?
2. If given power and responsibility to inact your plan, what measures will be in place to assess your performance? (a question for any policy maker, mayor, teachers’ union, school board etc. etc. etc.)
3. How does your prescribed changes really change anything? What is required on a micro-level, from those on the front lines of school administration and classroom teaching, for positive results to happen? What kind of support is needed at the structural, political, and macro level? Basically, what does each player in the system need to do to “buy in” and contribute to a successful initiative?

There needs to be many individuals in a system (a school system, a district, a school, at all levels) who understand that creating unity amongst stakeholders, is the only way to create real change. I believe Michael Fullan calls this “moral purpose” in his book The New Meaning of Educational Change. Think about it… any top-down or bottom-up strategy is easily killed without mutual support. We need each other, not to fight against each other, otherwise anything we try will likely fail.

I think where systems and organizations break down, is where the “bad apples”, the misinformed, those with personal agendas, those who just don’t want to buy-in create disunity… But how do we create unity in large systems?  These people exist in every school, in every school board, political office, University….
The easy answer is, everyone needs a gut check and have to ask themselves, “What do I need to do to help make this work? And what specifically do I need others to do, to make this work?” and to really follow through and do whatever these things are. Provide funding. Make hard decisions. Follow the plan. Buy in with good faith. This is easier said than done, because one breakdown creates further breakdowns. One break of trust, disintegrates the system easily. What to do? Right now we spend our time posturing our own agends and creating plans on top of plans. Anyone have any ideas on creating unity?

I like to read fellow RI’er tuttlesvc.com often, as he usually points me to great resources on a regular basis.  (Thanks Tom) Today he points to an interesting post by Mark Ahlness, which really got me intellectually pumped up this morning (along with my Starbucks caffeine addiction).

I am sympathetic to Mark’s frustrations, but I would posit that his reaction while probably experienced by many teachers, is ultimately a detrimental one.  Basically, it is the teacher saying “I am the master of my domain, my classroom, and I know what’s best.  So, if you’re not a teacher then you have nothing to say to me.  I decide what to do in my classroom, I alone.”  While this is a valid reaction, and sometimes a necessary reaction to the mis-informed school administrator, professor/researcher, parent, public, politician etc. etc. etc. in the grand system of education, it is ultimately detrimental to progress.

School reforms or movements often fail, or at least wade in a puddle of mediocrity, because teachers ultimately decide what to adopt or subvert via their daily decisions in the classroom… when teachers reach a point where they no longer want to listen to new ideas, innovation ceases.  You (the teacher) are the gatekeepers, you hold the power.  So I implore teachers to instead do something like this:

• Take new ideas, let them wade around in your head.  If the idea has promise for you then…
• Communicate with others and make them understand the reality of your classroom
• Think critically about what it would take to successfully implement Project A, or Initiative B, or School Reform C in your classroom
• Critically assess and challenge “the others” (public, administrators, politicians, parents etc etc etc) to respond to your critique
• Work together to figure out the efficacy of implementing something in your classroom
• Implement it with zeal, good faith, and continual development/learning

As a former teacher, and now a Technology Director, I can reflect on both sides of the coin…. Often in my work with teachers, trying desperately to get them to think critically about changing practice, I come across black & white reactions much like Mark’s.  The teachers I’ve worked with want an easy fix, i.e. does it already fit nicely into my already established comfort level?  And if it doesn’t, as technology usually doesn’t, they resort to the “I am teacher.  You are other.” defense in an attempt to not engage at all.

I would surmise that any systemic reform often breaks down and fails at this daily, everyday, minute interaction between teacher and other.  Let’s develop some trust between stakeholders, and for those mis-informed “others” let’s challenge them to think more critically about their ideas and earn our trust.  Then let’s move forward in good faith, rather than clasping our hands over our ears and refusing to listen to anyone.

My homestate of Rhode Island made some positive news today; they are planning to offer state-wide Wifi!

I think it’s a great idea, being a techy, and is a direction many cities/states should consider.