Stirring Appeal

June 3, 2008 Education, Leadership, MGuhlin.net

That self-stirring coffee mug makes me think of the teachers Sheryl is
targetting in this response to my Mosquito Learning post. Each cup has
its own built-in propeller. Unfortunately, like the cup, batteries get
used up, whether because they are used up or because someone keeps
pushing the cup’s ON button, keeping the propeller turning and
churning–unnecessarily. In recent conversations, could leadership be
trying to pull the same, unnecessarily keeping teachers in churning
without purpose?

Sheryl Nussbaum-Beach (21st
Century Learning Collaborative) posted a stirring appeal to
classroom teachers. Sheryl’s account was so engaging that I’m going to
move it out from a fly-by-night Haloscan comment and put it on the front
page of this blog. I’ve emphasized certain statements that I’d like to
come back to later on in bold, italicized text.

You said, "As we’ve seen a whole vibrant economy built on the back of
education sales, it’s clear that teachers have NO control over the
technologies that flow into schools. When was the last time a teacher
was asked about their Office suite? Or whether they could use whatever
technologies they saw as necessary to achieve instructional objectives?"
A teacher leader doesn’t wait to be asked. A teacher who is
mindful about making principled changes in education operates as an
activist and advocate for those who often have no voice- kids.
It is a moral responsibility.

First recommendation for teachers is to start building a relationship
with district IT leaders. Help to educate them as to the instructional
side of things. Ask questions too- let them help you get smart on the
techie side- the more you speak each other’s language- the better off
you’ll be.

Next, read and justify why you want to do what you are
asking to do. If possible do action research or use data from another
class (outside of your school) who looked at impact of use.

Finally,
speak with authority. Go in and talk to the administrator or IT director
and share your findings, present your case. Rarely will you be
turned down when so prepared and if you are- it is probably the wrong
school for you. Go where you can make a difference. Find
an administrator who embraces distributive leadership.

Never
wait to be asked.

You said, "Furthermore, what makes us think
that instructional competency in teachers translates to being wise about
integrating technologies? The truth is, sophisticated curriculum
expertise doesn’t mean technology will be used well. And, less and less
time is perceived as being available to play at the intersection of
technology and pedagogy."

What kind of logic is that? (apply
it here) Nothing says just because you have children you will be a good
parent- and less and less time is available to parents to spend on
learning to become good parents.. so I guess we should not have
kids?

Or-Furthermore, what makes us think that four years
of invested college in teachers translates to being wise about
instruction? The truth is, sophisticated courses don’t mean the teacher
is prepared. And, less and less time is perceived as being available to
play at learning pedagogy."

The logic doesn’t pan out.

I
mean sure– some really talented teachers do not know how to use
technology well. And some district IT directors may not know how
to make valid decisions regarding technology issues– so what? They can
unlearn and relearn.

When passion is involved– both will be
motivated to learn.

There are 6.2 million teachers in the US
alone (2004 Census) If we all wait to be asked– we protect the
status quo. If we all moved in concert- ummm– you would see
many people sit up and take note.

As I review this comment, 3 things jump out at me as problematic (in
fact, I probably wouldn’t have noticed them if Sheryl hadn’t mentioned
them in her comment):

Activists in education, in my experience in public schools, usually
end up fired, pushed out, ostracized. Now, don’t get me wrong. I’m not
referring to teachers who put in their time at committee meetings,
work hard as individuals and a part of a team to get things done.
Rather, I’m talking about activists who agitate the pot, who so rock
the boat that…and this takes us to the next issue:
Teachers–as activisits–have to leave, to go on the hero’s journey,
because they don’t fit in to schools and what those schools are trying
to accomplish. For many folks, this just isn’t an option. . .it’s not
about finding distributive leader who will nurture you, it’s about
blooming where you are planted. It’s effectively NOT saying, "I’m
going to try to do this, but if I can’t, I’m gone, outahere!" I’ve
heard this advice before–and given it, too–but it’s the recourse of
some leadership gurus…after all, why waste time trying to change the
system? Well, because the kids can’t change it alone.
People can unlearn and relearn. The truth is, administrators have
trouble unlearning and relearning when a teacher who is responsible
says, "You need to learn something new." There are different
approaches, but education culture seems averse to activist approaches
from the rank-n-file.

Now, I understand that the reason we say these things is we want
teachers to recapture the power of one. Quinn puts it this way, "Culture
change starts with personal change. We become agents by first altering
our own maps. The process returns us to the power of one and the
requirement of aligning and empowering oneself before successfully
changing the organization." And from the movie, The Power of One,
"History doesn’t look kindly on those who try to rush change."
(paraphrase)

The fact is changing the organization can take forever. It can take
years and each educator has to apply leverage from the particular
location where they are standing. If that means, as Sheryl points out,
doing so in unison, in concert, then that is what must happen. However,
and I acknowledge my battery power may be failing, is it O.K. to admit
that such unity is seldom found in K-12 education among classroom
teachers? How many leadership gurus actually STAY in ONE place and make
the change? Not that that’s bad, but check the revolving door of school
superintendents, then ask yourself, "Do you want that kind of life for
yourself? Constant moving from place to place? Wouldn’t you rather
beautify the barren spots?"

No, I don’t disagree with you, Sheryl. Hunkered down in the rubble, as I
am, I’m more conscious of the lack of logic and the passionate desire
for self-preservation. Yes, I’m acting, yes, I’m moving, but when I
move, I must take care for those I serve and for whom I’m responsible
for. Sometimes, I do so for a simple reason that is selfish–I want to
survive. And, when I can, I encourage change, not with a torrent but
with a few drops. I’m fallible, and broken (full disclosure, 8-> ).

Parents make a decision every day to be responsible for their children.
They choose to make time to learn what they have to learn to take care
of their children, or they don’t and live with the consequences. Parents
put themselves out there for their children…it’s not a moral
imperative, it’s a biological one (although having said that, morals and
upbringing definitely play a part). Sometimes, passion and logic blend
to produce the desired result, sometimes, it’s passion alone that
carries the day.

But what makes you think that every educator is as passionate about
their children–compared to the risk of losing their jobs, livelihood,
putting their flesh-n-blood in the Children’s Shelter–as parents are
for their’s? I challenge that idea, having seen the reality.