After reading the Education Week article Why Ed Tech Is Not Transforming How Teachers Teach, I was reminded of how often our conversations around digital transformation are misguided:
- Should we really be expecting “ed tech” to transform how teachers teach?
- The article mentions next to nothing about leadership and the role of the school leader in advancing or stymieing change.
- I wondered if teachers (and leaders) have a clear understanding of WHY the technology is being used and the desired outcomes of using it in the teaching and learning processes.
Taking these three points together, the common theme running though the list for me is leadership. Let’s stop expecting teachers to transform their practice just because they have access to digital devices. Leadership is responsible for establishing the culture and conditions by which any positive change will occur.
Here are four steps school leaders can follow, elevating the significance of leadership in a successful digital transformation:
1. Take responsibility and own a piece of the transformation (or lack of transformation).
The vision we hope to achieve in our schools can best be described as second-order change. The description of second-order change from Marzano, et.al is important to understand.
- Is perceived as a break with the past
- Lies outside existing paradigms
- Conflicts with prevailing values and norms
- Requires the acquisition of new knowledge and skills
- Requires resources currently not available to those responsible for implementing the innovation
- May be resisted because only those who have a broad perspective of the school see innovation as necessary.
Without engaged leadership, our schools will never move to a systemic vision of personalized learning in a technology-rich environment. The change is just too complex and needs to be navigated and supported by school leaders.
2. Become self-aware and change yourself.
Marzano, et al., identified 7 behaviors school leaders must exhibit for second-order change to be successful. Knowledge of curriculum, instruction and assessment is the most important. This knowledge includes seeking out and keeping abreast of research and theory on effective practices in curriculum, instruction and assessment. The six other behaviors, in order of importance include:
- Optimizer – Providing an optimistic view of what the school is doing and what the school can do in the future.
- Intellectual Stimulation – Fostering knowledge of research and theory on best practices among the staff through reading and discussion.
- Change Agent – Being willing to challenge school practices that have been in place for a long time and promoting the value of working at the edge of one’s competence.
- Monitoring/Evaluating – Establishing an effective monitoring system to provide feedback on the effectiveness of the school’s curriculum, instruction and assessment practices and their effect on student achievement.
- Flexibility – Inviting and honoring the expression of a variety of opinions regarding the running of the school and adapting one’s leadership style to the demands of the current situation.
- Ideals/Beliefs – Operating from a well-articulated and visible set of ideals and beliefs regarding schooling, teaching and learning.
To become self-aware in these areas, reflect on where your leadership is within each area. Think about how each of these behaviors impacts the culture in your school or district and either feeds or hinders change. How will you develop these behaviors to best support your teachers and change?
3. Shift the school culture to foster innovation and change.
The 7 behaviors operate best when everyone understands the WHY of change. I’ve recently written a blog post on how leaders might approach this conversation. Without the WHY, teachers will not fully understand the need for change and transformation will occur in pockets at best. From my experience, the WHY conversation will happen only when leadership understands the WHY and the importance of communicating it to others.
There is no easy formula or quick path to changing school culture. How do the 7 behaviors intersect with vision, conversations about instruction and learning, ongoing professional development, evaluation and assessment, and flexible learning environments. Considering the interaction between the behaviors and cultural elements, you have a highly complex process that will require thought, reflection and collaboration.
4. Find a collaborator and grow together.
Because the work is highly complex, you can’t do it alone. Whatever your context, find someone (or even a small group) to work with – another leader or a teacher. These collaborators may be within your school or district but they can also be like-minded educators you connect with online as part of your PLN. Check out this TLTalkRadio podcast (recorded with one of my collaborators, Lynn Fuini-Hetten) on the importance of finding a collaborator – Season 1, Episode 4: Three Reasons Every School Leader Needs A Collaborator.
What are your thoughts on the role of leadership in digital transformation? What experiences align or contradict the steps outlined in this post?
Connect with Randy on Twitter and on the TLTalkRadio podcast!
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