This will be a shorter post than normal, as I just have some thoughts/questions that I would like to get off my chest.
Often times in education we look at certain practices as what we call “traditional.” Here are a few examples of such practices that can be taken by administrators:
- An abundance of top-down initiatives
- Micromanagement of employees
- Telling teachers to treat the textbook as if it is the curriculum
- Universal endorsement of direct instruction and worksheets
- One size fits all professional development
My question is, when was any of this ever appropriate or research-based? It seems to me that we justify our actions by calling them traditional when they’re nothing but inexcusable.
This dilemma reminds me of the time I was conducting research on standards-based grading. To prepare myself for opposing arguments I attempted to find research supporting percentage grades. There wasn’t any. Just like there isn’t research validating any of the five bullet points featured above (or a number of other “traditional” approaches that are sometimes promoted by administrators).
I should also add that I find it bewildering that educators often throw the “progressive” label at anything that runs counter to these five examples. Aren’t we just promoting best practice? Haven’t these counterexamples been supported for years by the most credible voices in leadership and education?
I am interested in any thoughts that you may have. Why do we continue to make excuses for detrimental practices? Why is it so difficult for us to transform research into practice?
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I believe that leadership is the root cause of many of the ills education suffers – more so than even policymakers. They certainly don’t make life easier, but it is leadership that ultimately sets the direction. Schools where those transgressions are absent, I’d be willing to bet there is an effective leader who is intolerant of such cancer. We need better leaders – leaders who realize those practices are harmful and take action to inspire others to explore, understand and embrace the effective, research-based practices. Easy to say…not so easy to do. And that is the other problem — too many leaders willing to take the path of least resistance, the easy route. When we do that, we just reinforce the crappy practices which become further embedded in the cultural folklore of “school.” We have to build better leaders – leaders that operate from an inquiry stance (model it) and are able to identify the gaps, develop action plans to address them and inspire their fellow educators to embrace the long, hard journey of change. Not so easy. But best for our students and learning. So how do we hold leadership accountable? Certainly not in the manner we currently hold teachers and leaders accountable. Thoughts?
I think there are several additional bullet points you can add to your list, but you make a succinct point in calling out specific practices and the indifference to their use. I agree with Randy, it’s leadership, at all levels, that can transition teachers/schools out of these “traditional” practices. It is not easy, and leadership needs to be developed in both administrators and teachers. The development of administrative and teacher leaders who can facilitate change is lacking in most graduate/certificate programs and district professional learning. This is evidenced by the lack of necessary instructional changes being made to move schools forward. It is being done in places around the country, but not enough, and not at a pace that is needed.
Mike, thanks again for taking the time to read and respond. I agree with you and Randy. How do we go from managers to leaders to instructional leaders? How do we “grow” and empower instructional leaders within our own organizations? I think it all starts with modeling, inspiring, and helping to create a culture of learning and moving forward.
Great job saying it simply. ” If we know better, Do better” – Maya Angelou — So why do so many stick with the traditional? Because change is hard and taking risks seems hard. What we really know is that taking risks can be exciting and fun and is a great model for our students.
Jay, thanks for taking the time to read and respond. I think you hit the nail right on the head when you mention modeling what’s best for our students!