What struck me in the latest part of Innovators Mindset was the thought of "over-implementing" or implementing change too fast. If I think of this year, our District is implementing (or continuing to implement) several major initiatives. It is hard to choose a single focus when our students need so much. When you add initiatives that are important to a school, grade level, or teacher, it can be overwhelming for teachers. How do we encourage a passion for innovation without overwhelming our teachers? How do we avoid "dumping" (dumping may be the wrong word) too much on them?
I have many ideas on this but every year it always seems best laid intentions grow into a sizable number of tasks. Every year. This week, George asked us to make a video blog for the #IMMOOC. So, here it goes. It isn't perfect but my take on too much change at once:
Great vlog!!
ReplyDeleteIt's hard because you never say EXACTLY what you want but I definitely don't want to script it. Just gotta roll with it!
DeleteYou have to go slow to go fast. Make sure they have fully implemented the first task and do it well before adding more on their "platter". Starting them at their point A and moving them to their point B. Thanks for sharing your thoughts, Steve! Good job!
ReplyDeleteWord. Thanks for putting that out there, I needed a reminder too.
ReplyDeleteDo your thang, MJ!
DeleteThank you for your insight Steve!
ReplyDeleteRight on. Thanks! Hey, check out Meghan's post below. She has a great post that needs some feedback!
DeleteThanks for the insightful post. I do need to remember to be mindful of the number of "shifts" that I ask the staff to make.
ReplyDeleteBut you are doing good work so keep on, keeping on!
DeleteSteve, you're openness and willingness to be vulnerable is awesome! Your high level of respect for all and support of all makes your thoughts something people want to grab on to! You are a true leader. Keep up the amazing work :)
ReplyDeleteThanks, J! Hey, check out Meghan's post below. She has a great post that needs some feedback!
DeleteIt is sometime hard to determine how much push do we apply to our new strategies to implement. We need to ensure during the process that we let teachers know through our actions that we support them in their efforts to try to implement new things from our school wide agenda. We need to be ready to find ways address the concerns and reluctance with understanding and empathy.
ReplyDeleteThanks! Hey, check out Meghan's post below. She has a great post that needs some feedback!
DeleteI appreciate your vulnerability with this post; by showing that it's okay to be aware of our own capacity and sometimes need to "slow the train down," we show teachers it's okay not to bite off more than they can chew also. It also lays the foundation for narrowing a schoolwide focus/vision to really move a school in the direction the community wants.
ReplyDeleteThanks! Hey, check out Meghan's post below. She has a great post that needs some feedback!
DeleteI agree with being mindful about the amount of change and the timeline. I really feel each site / staff can be different on how much we can take on in a given time period. Please don't get me wrong, I am all about change when it makes sense. I think influencing the amount change has variables and the change agent / leadership / staff has to reflective on their capacity to do so. The more accurate we can be here the more positive impact I believe we will see! Don't be scared, go for it! I got your back:)
ReplyDeleteRight on, sir!!
DeleteSometimes as educators and leaders we can get so wrapped up in doing whats best for our students and moving forward that it is easy to forget that if we are pushing a little bit in a lot of areas that it results in a big (and overwhelming) push.
ReplyDeleteI happened upon some staff newsletters from the past principal and it is interesting to see HOW slow change comes. The same basic leadership messages and site issues persist. Just makes me ponder what is missing in the change process.
DeleteAs leaders in education it is important to find a healthy balance when it comes to change and is has an impact on teachers and staff. It is imperative that we go slow to go fast and yet immediate results are how we are evaluated there is a need to consider PD supports time and feedback in order to effectively have lasting change.
ReplyDeleteThe feedback part is so important yet it is probably the hardest part to be consistent on. Thanks for the comment, sir.
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