The Same, But Different. An Old Dog Learning New Tricks.

Sometimes to lead, you need to know how to follow.

I've had the privilege of working in seven schools. All of those schools have delivered quality, child centered learning programmes where students have made significant progress. All teachers and teacher aides have worked hard for the kids in front of them, made sacrifices, spent their own money and worked over and above what is expected.

One thing that strikes me is that despite teaching the same curriculum, every school has delivered it in a different way, using different tools, programmes and strategies. As teachers, we get on the treadmill and go full speed for the rest of the year. Our comfort is that we are ingrained in the systems and programmes utilised at our school. Over time, this becomes a professional habit. "I know what I know. I know it works, so lets go."

The trick comes when you start at a new school, or someone new brings new ideas to yours. The default system is to revert to what you know and knowingly, or subconsciously resist change because 'I've got a lot of other things to do.'

This is something I've experienced recently. I had been appointed as team leader and charged with implementing change in digital teaching approaches, Having come from a school which is highly structured and where the teaching programmes in each class are very similar due to PD and school expectations, I was enthusiastic and passionate about how I could contribute to an already successful learning environment.

I drove through what I had been asked to do. I only knew what I knew so went with that. The team I work with were equally as enthusiastic and willing to learn and try something new. I encouraged them to experiment, and ask questions if they needed help. Some did. Others modified the tools to suit their learning programmes or approach to teaching.
The key point I kept raising was to ask questions if you're not sure. There was one problem with that approach.

I wasn't doing the same thing.

Having jumped on the treadmill and cranked it up to full speed to try to be a 'good leader', I hadn't taken the time to ask about how the programmes utilised at the new school should be implemented effectively. A couple of things I'd never seen before so I taught them in my classroom they way I assumed they should be done. I hadn't asked and I hadn't taken the time to stop and reflect on whether I was delivering them in the best way.

In hindsight, I overloaded myself with my perceived expectations of what changes I thought I should be making, how I should be 'growing my team members' and ticking boxes. What I should have done after implementing change #1 was stop and really soak in how things run in the school. 
The positive aspect of reflecting on that, is that I can simply make the change now. I'm not above starting from scratch and having to ask basic questions to understand something I haven't done before. After 22 years in the classroom, I've learned a lot about teaching. I've learned even more about learning. Everybody starts at the beginning.

I'm lucky. I'm surrounded by  high quality, creative teaching professionals who I can learn as much from as they can learn from me. So, I'll be observing and asking the emergent level questions.

If I'm not prepared to be bad at something new, I'll never be good at it.

Bring it on.