The first two weeks of school have been a whirlwind. I think typically that is the case, no matter what role you play in education. But I also think the beginning of the school year is the time when you and your students, your faculties and administrators, deserve to exist in a calm enough state of mind that you can start to build key relationships with one another in order to create the strongest possible start to the school year.
In the world of educational technology, when things are implemented without thorough planning, with inconsistent procedures, and with little thought to how things will impact actual classroom practices and the lives of teachers and students, you run the risk of raining on the parade of the eager teachers and students who are bustling with excitement and giddy energies the first few weeks of school, not to mention completely stressing everyone out.
I’m not interested in rehashing the specifics of the types of hiccups we’re encountering as we embark on several new adventures in adding new content providers, changing the way we manage rosters and accounts in certain systems, and attempt to provide professional development to teachers. Every school system in the midst of changes and new implementations is going to hit some rough patches. But there are definitely some essential elements of the planning and implementation process that, if neglected, can lead to major frustrations for all educators and students involved. These are the things I’ve been reflecting on this week.
This post is not going to contain a textbook-style list here’s-what-to-do-when-you’re-a-school-leader-in-charge-of-planning-stuff.
Rather it contains a common-sense-just-stop-and-think-about-what-you’re-doing-for-one-second kind of a list.
Questions to ask yourself when you decide to implement a new instructional technology initiative (or any initiative, really) in your district, school, classroom, or school community:
What do you plan to accomplish?
Have a clear goal. Have a purpose. It should be actionable.
Make sure that purpose is connected to an actual need in the world of teaching and learning. Not just in your mind- in reality, according to established needs of your district, schools, classrooms. You should probably consult with people who are in the “trenches” to find out what those needs truly are. There should probably be some kind of established system for doing so.
Who is going to be involved?
Think beyond yourself, your department. Who is going to be impacted by this implementation? ON EVERY LEVEL? Who’s going to have to deal with the fall out if things don’t go smoothly? Whose learning lives are going to be impacted? Whose voices should be included in the planning, implementation, and evaluation stages? Who will be encouraged to speak freely if things are not going well? Who will be celebrated when things do go well?
How will the goal be accomplished? What steps will be taken to ensure ts are crossed and is are dotted? What’s the timeline, and is it realistic? Or are things going to be sprung on teachers/students/admin at the last minute? How are problems going to be addressed in a streamlined, timely manner? How are all of your stakeholders going to know that they will be supported throughout the change and implementation process? How are ideas and implementations going to be communicated? How is the effectiveness of the initiative going to be evaluated?
Yes, take risks. Yes, try new and exciting things every single day, and don’t be afraid to make mistakes. But think carefully about the whats, whys, whos, and hows, and how every decision we make ultimately impacts one, two, five, twenty, hundreds, and potentially thousands of other educators, students, and school community members.