Consider the “Turning the Ocean Liner” metaphor to describe school change. I have described and have heard many people describe changing a school to be like trying to turn the QE2: “it might turn,” we say, “but it will not turn quickly.” My issue with this metaphor is that it implies that everything has to turn slowly and in perfect harmony. We should not feel confined in the same way we would be confined on a ship. Today I am making a pledge to abandon that metaphor (“Abandon Ship!”) as it seems to give us a ready-made excuse for slowing down, or giving up on, priorities we have named as being mission-driven and strategic. The metaphor slows us down because it traps our thinking—it becomes an accurate metaphor because we have chosen to believe it. From now on schools are not big ships. Schools are challenging enough without having them have to be ships as well.
I am not of a mind to mint another metaphor to replace the one I just buried (or better “sank”); instead I am interested in describing an approach to making progress happen in a non-ship metaphor loving school. The accumulation of such steps together will lead to creating sustainable progress cultures, and it will not take long to see larger impact on the school. I want to support a budding culture of piloting ideas, and in a couple of conversations recently my definition of what exactly this means has come into greater focus. Supporting pilots:
- Points toward the progress we want to see in the school. Piloting an idea foreshadows the direction we are trying to go as a school (I have written about the importance of foreshadowing progress in an earlier post). Accepting the idea of a pilot course or program is far easier than making a change that purports from the start to be permanent. Pilots allow a school to test drive ambitious ideas.
- Creates opportunities to extend what is already good in the school culture or curriculum. The lion’s share of progress should allow additional space for the most strategically aligned parts of the existing culture and curriculum to flourish as unconstrained by other factors as possible.
- Encourages experimentation and mitigates the damage that may occur when a new idea falls short. If we are trying to push the boundaries of what we can make happen in a school, we are likely to take a bridge too far from time to time. A pilot course or program creates a safer space for trying something new.
- Creates opportunities for the school community to see the efficacy of the school’s direction. We need chances to demonstrate success in the specific context of our school. Just having examples from other schools is not enough. Just speaking in the abstract has an even shorter lifespan.
In upcoming posts I will flesh out the ideas in each of these bullets.