In my years in education, I’ve seen a lot of schoolwide initiatives. Learning styles, cooperative learning, AVID strategies, technology, differentiation, brain-based instruction, writing-across-the-curriculum, critical reading, 21st century learning (which I think may be different from technology, but I’m not entirely certain), social-emotional learning, block lunch. standards-based grading—the list goes on and on.
I’m not trying to say anything negative about schoolwide initiatives because I fully believe that, if implemented effectively, a well-chosen initiative can transform a school. I’ve seen initiatives that worked well and ones that have failed more colossally than Crystal Pepsi, the Sony Betamax, Jar Jar Binks, the KFC Double Down, and Scrappy Doo.
Here’s what I think separates the successful initiatives from the ones that fizzle or simply curl up and die. The problem occurs when the change-makers leave the “Why” out of schoolWhyde.
I assume that most principals and other educational leaders who launch these plans have thought about, studied, read, and consulted experts about these initiatives before deciding to implement them. Much of this thinking and learning happens during the summer, I assume, when things are a little less busy around the school and the principals aren’t putting out fires (hopefully not literally), or maybe the ideas crop up at conferences or other professional learning opportunities.
So now we have an educational leader who is excited about an idea and is ready to bring it to life. After all, there’s no time to waste because a truly transformational idea needs to be experienced as soon as possible by as many students as possible. So at the next inservice, faculty meeting, or other opportunity, the new initiative is unveiled to the staff.
“This year, we are going to allow students to retest for a higher grade and redo homework assignments for full credit.”
“Since we are focusing on schoolwide AVID strategies, I want to see Focused Note-Taking in every classroom.”
“I want every student to have a 21st Century learning experience in every class this semester.”
“We’ve got Chromebooks, so I want to see them in use!”
The What is announced, and the teachers excitedly (in most cases) start planning the How. How are we going to make this happen?
There will probably be trainings. Before- and after-school seminars and workshops will be offered. E-mails will circulated and videos shared. The staff will plunge into the schoolwide initiative. Teams will meet. Lessons will be planned. And now we’re doing [insert name of initiative here] schoolwide.
Maybe it will work. And maybe it won’t.
The reason it may not work, once again, is because we shortchange the Why. Teachers haven’t had the opportunity to wrap their heads around the rationale for the decision. They aren’t all on board. They haven’t become true believers.
Truly transformational movements aren’t simple. They’re backed by extensive theory, research, and thought. They’re rarely as easy as they seem.
Take the redo/retest thing, for example. Allowing multiple attempts to complete homework correctly and retake tests flies in the face of the educational experiences of most teachers who are in the classroom now, so most of us haven’t experienced this firsthand from the student perspective. The theory behind it is complex and multifaceted, but it makes good sense. The problem occurs when teachers adopt the wrong reasons for the initiative. It’s not about making sure every kid gets an A. It’s not preventing hurt feelings and panicky parent phone calls. It’s not about instilling high self-esteem. And it’s certainly not about being able to report lower failure rates. Allowing students to redo homework assignments and retest happens because we believe that learning is more important than recording a grade and that sometimes mastering something involves making some mistakes along the way.
Getting an entire faculty on board with any initiatives requires time to allow everyone—not just the instructional leaders on campus—to ponder, study, think ideas through, ask questions, raise objections, troubleshoot, and establish a unified vision grounded in a shared understanding of the Why behind the What and the How. Getting one’s head wrapped around the ins and outs of any initiative takes time and effort, but good instructional leaders know that the effort will pay off.
In the case of Focused Note-Taking (one of my personal favorite AVID strategies), teachers need time to understand that it’s not just about the layout of the paper on which the notes are written. Cornell Notes are one type of notes, and they aren’t the best type of notes in every situation. When educators have a clear vision of why we ask students to take notes in school, how to establish a clear purpose for the note-taking, what are the various types of notes and why each type is useful, how to teach students to make informed note-taking decisions, why the note-taking process springs from research on learning, and how to incorporate multiple meaningful interactions with notes into the learning process, then (and only then) will Focused Note-Taking take off as a schoolwide initiative.
Teachers must be well-versed in the thinking behind any strategy or initiative so they can “sell” it to students, field questions from parents and colleagues, and make informed instructional decisions about how to bring the initiative to life. Once the entire staff takes ownership of the idea, schoolWhyde implementation succeeds.
Maybe it's time to do some formative assessment on our campuses to see how well we understand the Whys behind our schoolwide initiatives. Ask one another to explain the thinking behind the movement. If you can't rattle off a list of reasons and explain your thoughts with certainty, ask for clarification, for more information, and for more conversation at the campus level.
Maybe it's time to do some formative assessment on our campuses to see how well we understand the Whys behind our schoolwide initiatives. Ask one another to explain the thinking behind the movement. If you can't rattle off a list of reasons and explain your thoughts with certainty, ask for clarification, for more information, and for more conversation at the campus level.
If your campus initiatives have stalled out, consider spending some more time in departments, in teams, and as an entire staff to recalibrate your thinking. Read the works of the educational thinkers endorsing these initiatives. Get more professional development. Discuss and clarify the initiative and the research that supports it. Make sure everyone is on board. When all members of the campus community have an understanding that matches that of the ones who are spearheading the initiative, your efforts to spread a practice across a campus will work...and make an impact.
