Tradition is about change, but the change must remain true to the core of the tradition. Education rarely acknowledges that change is a part of its tradition, but instead, it holds onto the status quo while looking for marginal gains based on legacy metrics and then celebrates those “successes.”
This pattern of change leadership has led to an atrophying of the change mindset muscle which is now making it harder than ever to disrupt education in a way that can meaningfully alter its core institutions. Where trust, conversations, and a commitment to deep shifts are present, equity issues are being addressed with the urgency needed, but these are such rare moments. .
The daily agendas of teachers and leaders dominate, and there are fewer and fewer windows to have the significant conversations about how to make necessary changes. Professional development time is rarely set aside for conversation, thinking, and reflection. This time of work with ideas, frameworks, and lateral capacity building across subjects both inside and outside education is shrinking.
We are in a place of desperate and disparate thinking. We are in a place of needing space, time, and resources to reorient the largest mental models around learning. We are using traditional time with a change-based clock. Tick, tock, tick, tock.