The Potential Energy of Educational Change

As educational leaders during our training and onward we read books on how to drive change, how to manage people, how to have those crucial conversations, how to collect, analyze and utilize data to determine needs, choose strategies and measure our progress.  However as a consultant, I have a new perspective.  As I move through roles of advisor, supporter, and driver of improving practices at various levels in various districts there is a clear dynamic that I am witnessing.  I believe this perspective needs to be highlighted for educational leaders and change agents alike. The knowledge this exists is needed to understand how to obtain sustainable positive momentum towards change. The dynamic I speak of is illustrated above in the poem by Marianne Williamson. It’s the idea that as human beings we often have a fear of inadequacy, but there is also a reciprocal fear that often goes unnoticed. As we begin to succeed and feel good about our actions and practices, especially in organizations that are as organic as a school, a fear of shinning "too" bright, hurting feelings, and performing "too" well manifests. The fears that I witness in those I serve are not rooted in the question, “What if it doesn’t work?”, the fear I recognize most is rooted in the question, “What if it does work?”.

In the midst of change everyone moves at a different pace and even possibly through different paths to achieve the desired outcome. It is my responsibility to guide and support those I serve through their pathways and ensure that the pace is occurring with optimum velocity for that individual or team.  However, once momentum takes hold the ability to provide the correct push and pull becomes more complicated. The extraneous forces in organic organization such as a school then become either the unpredictable lubricant or friction that either cause an initiative to thrive or encourage it to take a dive.  Relationships, emotions, unspoken norms, fears (real and/or perceived), historical practices, and levels of support of peers and administrators all harness the potential energy to positively effect the culture of change. There must be intentional refueling stops feeding the momentum along the path to sustain the movement.  

What is the fuel?

The fuel is providing balance between encouragement, empathy, and positive facilitation. I find that providing a safe place for educators to reflect (to gain control and understanding) of their own personal thoughts and feelings is a powerful positive catalyst.  It's important not to entertain negative thoughts and encourage the good in those that shine to ignite the fire in others which helps them understand that the collective light does not diminish, it enhances their glow.  Know that when kindling a fire there is a delicate balance between it manifesting warmth and light vs. destruction. We must protect the flame from a slight negative wind blowing it out, as well as understanding the importance of controlling the edges so that they do not spread energy too fast or furious which can easily destroy a culture. Leaders, teachers, and supporters, learn to positively kindle your fire with the knowledge that it brings life and ensure that the elements are positively balanced to maximize your energy yet not allow it to become a destructive force, nor to fizzle out.  Foster the flame so that it resides in the sweet spot where it provides warmth and light to the organization. 

Ignite momentum and kindle the light!