Dangerously Irrelevant | @mcleod

Books I finished reading (or rereading) in February 2021…

• Critical Race Theory (3rd ed.), Richard Delgado & Jean Stefancic [legal]
• Fatemarked, David Estes [fantasy]
• Truthmarked, David Estes [fantasy]
• Soulmarked, David Estes [fantasy] 
• Kingdoms and Chaos, Kel Kade [fantasy]
• Buddhist Boot Camp, Timber Hawkeye [spiritual]

Hope you’re reading something fun too!

I am SUPER EXCITED to be offering this professional learning opportunity for international school educators!

5 tracks… 10 cohorts… 28 total sessions. ALL on instructional redesign (or leadership) for deeper learning. Woo hoo!

Here are the details:

• Instructional Coaching track – February 13, 20, and 27
• Middle School Teaching track – March 6, 20, and 27
• Leadership for Deeper Learning track – April 3 and 10
• Secondary Teaching track – April 17 and 24; May 1
• Elementary Teaching track – May 8, 15, and 22

Cohort 1 is for international schools in the Middle East, South Asia, South-East Asia, and the Far East. Cohort 2 is for international schools in South America, Europe, Africa, and the Middle East.

Interested? Learn more and register with the Consilience Education Foundation. And let me know what questions you have…

Hope you will join me as we redesign lessons, units, and schools for deeper learning, greater student agency, more authentic work, and rich technology infusion!

A number of folks have been eagerly encouraging schools to ‘reinvent’ themselves after the pandemic. Here is a smattering of such articles:

• A time for disruptive innovation in education
• COVID-19 as a catalyst for educational change
• Restarting and reinventing school: Learning in the time of COVID and beyond
• What if we… don’t return to school as usual
• We must not re-open unless we’ve re-thought and re-imagined
• We can’t return to status quo when this pandemic is over
• Now is the time to redefine learning – not recreate traditional school online

I’m guilty of this too. I even helped create an entirely new conversation series, Silver Lining for Learning, that was intended to ‘reimagine learning and teaching’ and examine the possibilities for ‘transformative improvements.’

The more I think about this idea, though, the more skeptical I am. One reason is the continued unwillingness of many (most?) school systems to reconsider even a small iota of what they do. Tragically, we continue to see traditional systems of education being shoehorned into virtual or blended delivery systems (tip: having kids complete electronic worksheets from home is not systemic ’transformation’). And we’ve seen a large number of administrators completely ignore the unrealistic demands that they’re placing on their own educators, particularly in hyflex environments where teachers are supposed to simultaneously serve students in their rooms and at home. 

Despite our wishes otherwise, even the savviest, most skillful, most trusted school leader is going to have difficulty transforming their educational system after the pandemic. As I noted in a recent article that I submitted:

“… reflection on organizational possibilities and institutional futures is common during the ‘reconstruction’ phase (Boin & Hart, 2003) of a crisis (see also Coombs, 2000; Heath, 2004; Boin, Hart, Stern, & Sundelius, 2005; Jaques, 2009; Smith & Riley, 2012). Time will tell if these ‘silver linings’ actually occur. Although many scholars have noted the revolutionary potential of major crises (see, e.g., Prewitt, Weil, and McClure, 2011; Harris, 2020), Boin and Hart (2003) stated that there are inherent tensions between crisis management and reform-oriented leadership. During a crisis, leaders often try to ‘minimize the damage, alleviate the pain, and restore order” (p. 549), which conflicts with attempts to disrupt the organization and move it in a new direction.’” [emphasis added]

from McLeod, S., & Dulsky, S. (2021; under review). Resilience, reorientation, and reinvention: School leadership during the early months of the COVID-19 pandemic.

In other words, any school leader who is trying to sell the need for a post-pandemic systemic transformation to their educators, families, and school board members is trying to sell a SECOND enormous disruption to the community (“Now let’s change school as we know it!”) at a time when everyone is completely exhausted from – and ready to be done with – the FIRST enormous disruption to the community (the pandemic), and that is AFTER trying to minimize the disruption and ‘restore order’ during the past 12 to 18 months. I can just imagine the reactions now: “OMG, are you kidding? MORE disruption on top of what we’ve already experienced? No thanks!”

Accordingly, at best I think we will see small, marginal amounts of tinkering after the pandemic. Some school systems will use technology in some different ways after the pandemic. We will see some teachers incorporate some new practices and skill sets into their work. We may see a few more options provided for families who like blended or online learning. But for the most part, everyone is going to be eager to just return to what they perceive as the ‘good old days’ before the pandemic hit. And that means our collective appetite for ‘reinventing school’ is going to be pretty thin…

Anyone want to bet I’m wrong?

References

• Boin, A., & Hart, P. T. (2003). Public leadership in times of crisis: Mission impossible? Public Administration Review, 63(5), 544-553.
• Boin, A., Hart, P. T., Stern, E., & Sundelius, B. (2005). The politics of crisis management: Public leadership under pressure. Cambridge, United Kingdom: Cambridge University Press.
• Coombs, W. T. (2000). Designing post-crisis messages: Lessons for crisis response strategies. Review of Business, 21(3/4), 37-41.
• Harris, A. (2020). COVID-19 – school leadership in crisis? Journal of Professional Capital and Community, 5(3/4), 321-326.
• Heath, R. L. (2004). After the dance is over: Post-crisis responses. In D. P. Millar & R. L. Heath (Eds.), Responding to crisis: A rhetorical approach to crisis communication, pp. 247-249. Mahwah, NJ: Lawrence Erlbaum.
• Jaques, T. (2009). Issue management as a post-crisis discipline: Identifying and responding to issue impacts beyond the crisis. Journal of Public Affairs, 9(1), 35-44.
• Prewitt, J. E., Weil, R., & McClure, A. Q. (2011). Crisis leadership: An organizational opportunity. Australian Journal of Business and Management Research, 1(6), 60-74.
• Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57-71.

Image credit: Skeptical face, fuzzyjay

Books I finished reading (or rereading) in January 2021…

• A Murder of Quality, John le Carré [detective]
• Soothsayer, Mike Resnick [sci fi]
• Oracle, Mike Resnick [sci fi]
• Prophet, Mike Resnick [sci fi]
• The Widowmaker Reborn, Mike Resnick [sci fi]
• Acheron Inheritance, Ken Lozito [sci fi]
• Free the Darkness, Kel Kade [fantasy]
• Reign of Madness, Kel Kade [fantasy]
• Legends of Ahn, Kel Kade [fantasy]

Hope you’re reading something fun too!

Kelisa Wing said:

What kind of world do you want to leave for those who come after us? Who cares if my students know how to make their subjects and verbs agree if they use language to promulgate hate? Who cares if my students know the Pythagorean Theorem if they use numbers and statistics to minimize others? Who cares if my students know the stories in their history books if they do not use the past to ensure that we create a new equitable future?

Is your school preparing students to help create an equitable future?

Following up on my previous post, I’m going to share a fantastic blog post from Michael Kaechele:

I have grown weary of the call to avoid controversial topics and stay neutral. Silence is compliance. There are many things in history that do not have two equal opposing sides: slavery, genocide, imperialism, colonialism, segregation, etc. There is only one side to these events that is fair, just, and equitable. Educators should help students understand how oppressors justified their actions in history without giving credit to their arguments. Done properly it would be a warning against similar tactics used today.

…

Educators don’t take stock in conspiracy theories. We stand up for truth, justice, and decency. Please do not let students defend positions based on speculation and hearsay. It is our job to present truth to students even if they and their parents don’t want to hear it. We can not necessarily change their hearts and minds, but we can force them to confront the truth. Teachers should interrupt and challenge any student who presents conspiracy theories and false information with questions of its source and legitimacy. We can not allow bigotry, racism, sexism, or any other discrimination in our classroom.

I would add administrators and students to this list. We shouldn’t let them defend those positions either, and we surely shouldn’t pretend neutrality in the face of injustice. Nicely said, Michael.

How are the conversations going in your school system?

Yesterday, after a morning of incitement from President Trump, his family members, and his personal lawyer, his Republican supporters invaded the U.S. Capitol and forced the evacuation of Congress as Presidential electoral votes were being certified. People died, tear gas was deployed, and the Capitol was looted. The scenes from yesterday will live as one of the most disgraceful, infamous events in American history.

Today I am hearing that school administrators are telling their educators to remain “neutral” as they discuss yesterday’s events. I respectfully ask these administrators, “What is ‘the other side?’ What does ‘neutral’ mean to you in this situation?” 

Your educators await your answer.

As someone who grew up in the Washington, D.C. suburbs and whose parents worked for the federal government, today’s events have been… challenging.

I think that what I will say here is:

1. Policymakers, you know how you’ve minimized the importance of history, government, and civics in all of your education reform efforts over the past couple of decades? Yeah, that was probably a big mistake…
2. Superintendents and principals, are you ready yet to pay more attention to information literacy throughout your P-12 curricula?

Greetings, amazing CU Denver principal licensure students!

Before we send you some logistical emails, we just wanted to reiterate how proud of yourselves you should be. 

The past year has been awful, and yet you have survived every terrible day, every difficult thing, every horrible circumstance, and every horrendous heartbreak and loss.

You’ve adapted. You’ve fought through adversity. You’ve served as caring educators, nurturing family members, supportive friends, and local leaders. You’ve given even when you thought you had no more to give.

All of us recognize that the pandemic has negatively impacted our collective visions for this principal licensure cohort. As your instructors, we will be the first to admit that we have been learning through this too. We’ve made some decisions along the way that we’d do differently next time, and we will continue to try and refine what we’re doing in order to best serve you. Thank you for your continued willingness to give us feedback. It helps us make things better.

We are ONE SEMESTER from being done. In May you’ll have your graduate degree and be done with classes. Together, we’ve got this. 

Thank you for all that you do to nurture our cohort community. We hope that you had a chance to rest and recover a little bit over the winter break. We are looking forward to an awesome four months of learning with you this spring.

With gratitude for every one of you,

The Leadership for Educational Organizations (LEO) Faculty