"Do I Have to Sit Here?"

My students are in new seats today.  While I don't like making new seating charts, I do like the opportunities that are created by placing students near peers with whom they rarely associate.  This totally disrupts their sense of normalcy.  Some begin protesting.  Some send a nasty email around hoping that it doesn't reach my computer.  Some sit quietly and wait until the class ends so they can get away from this group of people at their table.  Others don't mind.  They actually like the new seat and are in the spot they have been wanting to sit in for weeks. 

Ok...confession time.  Not all of this happens.  In fact, most of my students shuffle in, see the seating arrangement and inquire as to the whereabouts of their new seat.  They sit down, and after seeing who else is sitting with them, get to work reading their SSR book.  Ahh...I have avoided the questions, "How long do I have to sit here?"  "Why am I in the same spot?"  "Why is she with me?"  I begin the period in peace and as quickly as it has begun, it is over.

Change, whether getting new seats, a new report card system, different gradebook program, or new initiative is interpreted differently by each member of the group.  Often though, when we talk about change in education, big or small, we get some of those reactions that I outlined in the beginning.  We tell ourselves, "Great, another change.  Let's see how long this one lasts."  To an extent, such an approach is understandable.  Change after change has come down the pipeline for reforming schools.  We get another set of acronyms to memorize and as quickly as it comes, it is gone...or at least amended. 

We all know the colleague who will inevitably send the email or start the conversation about what "they" are making "us" do now.  As if we are in a battle against an enemy that we cannot see but we know we must destroy.  If you can't think of the colleague, you are probably the one.  Others will sit by and go through the motions of working with the proposed  change, not committing whole-heartedly, but giving it a shot until the next great thing comes along.  They are most likely more effective than the complainers but less effective than the rock-stars in working with the new change. After all, half-hearted attempts usually get half-hearted results.

What if we could approach the change with the mindset of the final group: the mountain climbers.  Here is the challenge, we don't know everything about it, but we will do our best to reach the top.  Idealistic?  Yes.  Unattainable?  No.  It is all in the approach and leadership that surrounds the change initiative.

Marzano (2005) refers to change as "first-order change and second-order change" (p. 65).  There are certain leadership responsibilities that Marzano identifies that are ordered for first order change and ones that are negatively impacted by second order change.  It is important to keep an eye on the change process and monitor the implementation of the change.  However, the bigger the change, the more attention needs to be paid to how the culture is being impacted.  Through quality communication, as well as involving teachers in providing input and feedback on the change process, the leader keeps the change in the minds of the faculty and staff but also involves the faculty and staff in helpful dialogue to guide decision making.  Our sense of normalcy gets messed up when we change things, big or small.  What one may view as a small change, someone else sees as a wrecking ball.  Keeping the focus on how the culture is impacted and reminding staff of why the change is necessary or useful is key.

Don't let the change process be a slow, painful yanking of a band-aid.  That isn't to say that you should make a whole lot of changes as fast as possible.  That would also be foolish and unmanageable.  Instead, change at the pace necessary to keep people performing at their peak.  Find little moments to celebrate.  Find ways to encourage people.  Be visible as much as possible.  There will be a little pain, perhaps some groaning, and maybe an audible sigh.  Communicate, champion, be flexible, and remember why the change is needed in the first place.  Is it for the betterment of kids? Will it raise achievement for all?  Do others see the need to do something? Good...go for it.

You still will get asked, "How long do we have to sit here?" and "Why are we doing this?"  Bring out the energy and enthusiasm and involve that person in understanding where you (collectively) have been, where you are, and where you are going.

References

Marzano, R., Waters, T. & McNulty, B. (2005). School leadership that works. Alexandria, VA: ASCD.