School success? It is all of our business. In my book, “Speak English with me,” designed to increase the English fluency of our most at-risk student population, English Language Learners, I point out:
“The responsibility of teaching conversational English to our students falls squarely on the shoulders of each and every teacher (and to be honest, every citizen) in the U.S…. Each and every teacher needs to accept more responsibility for encouraging English fluency rather than to leave it all up to the English department because (realistically) they can no longer do it alone. Every teacher – as well as every native English speaking American citizen – is responsible for promoting the English fluency of our new learners. That might be a leap of thinking for some, but an “it takes a village” approach is the only way to accomplish this task…. And there is no problem – particularly in today’s schools – that cannot be solved if we approach it reasonably and responsibly. In fact, there are many solutions for current educational predicaments that are yet to be uncovered if we are just willing to think outside of the box. And though some may disagree – because of the abyss schools currently seem to be lost in – but I believe that right now is the best time in history to be a teacher, as we are so near the bottom we can only go up from here.”
While the above was written in response to the needs of our most at-risk students, English Language Learners, it is also true for all professionals, including teachers, as well, because long gone are the days when we can close the door to our classroom and pretend like we are living on an island. Outside of education, a universally unwritten tenet of professions is share what works. Although every “non-teacher career professional” is in competition with the guys down the road, we all provide the same services within our respective industries. In fact, the “sharing” aspect (among professionals outside of the teaching profession) is a little disarming the first time you first experience it. For me, it was when I first opened my doors and had a doctor down the road from me call and suggest I change something on the front of my building to help attract patients. I thought it was a trap. But it wasn’t. I discovered that most professionals, to one degree or another, support each others practices, because as I learned, it is in our best interest to do so.
We would meet every month in district or organization meetings to discuss issues we were experiencing. And no, it did not turn into a “bitching party” about how bad our patients or co-workers or the insurance companies were. We knew those things may be true – except the patient part – so why complain? (Teachers, you need to stop that toxic complaining yesterday. See the post “LinkedIn is great, but …”) At our monthly gatherings we would put out heads together and come up with solutions – that worked! We knew the problems and understood that complaining did not add to our collective bottom dollars. Having the experience of running a successful high-volume practice in the private sector and then coming into a field as unique as education gave me a decisive advantage over other new teachers. Many problems in schools mirror those in business and can be easily and effectively solved using business strategies. Yes, I just said that business belongs in schools, so don’t shoot the messenger.
The biggest reason we were able to accomplish so much at these meetings is because there was never a feeling that one of us was any better or any worse than the other. True, our income levels may have ranged from just making rent to jetting off to tropical islands, but when it came to helping patients, it was all about results. Unfortunately, I do not see much of that in schools and it is very disconcerting. I have been in education for close to fourteen years, after fifteen in practice, and I am not seeing the cohesion, the glue, we need to create a dynamic system of forward progression. Is there any “glue” out there? Of course there is, but we need more of it if we are to truly define “strength in numbers.”
Speaking for doctors (and the many lawyer friends I have) I can tell you that we shared, and shared frequently. Not just clinical procedures, but any other information that would allow a colleague to run a more profitable and successful practice. One reason was because we knew that if we acquired a new idea to increase productivity in our office, it was just a matter of time before the doctor down the street pick would pick it up as well. So in the interest of strengthening our profession, we would play it forward. In other words, if we told a colleague about something that works, it will come back to us – they will reciprocate – when they have something to share. We would be better because of this collaboration. (Teachers think they do this, but most of the time we are “borrowing” ideas we like without waiting to hear a little more background on them.)
I can tell you, from direct personal experience, that if a colleague had picked up on an idea or office procedure and was willing to share with others, not only would the doctor listening give his full attention, but he or she would try the idea out that day – no later than the next – and contact the first doctor for feedback. We took each others opinions very seriously and one would never hear the phrase, “I am not going to try that because that’s not the way I do things.” This arrogance among peers of not keeping an open mind is rarely seen in other professionals.
This is one reason why, when you visit a doctor’s office, procedures and routines for signing in, being escorted to the exam room, meeting the doctor, etc… are so similar from doctor’s office to office. Other professionals have decided what works and what doesn’t – then they implement these protocols. Period. They do not base them on what the patient wants. They base them on best practices for smooth office operation and best outcome for the patient. In other words, what is the best for the goal of the profession. It takes us back to our goal. What is our goal and are we really focused on achieving it?
Outside of education – if something doesn’t work – we will tell our colleagues that too. The only difference between how other professionals and educators deal with this sharing, is the (more often than not) “that’s not the way I do it” mentality. I have always felt that this is one of the greatest albatrosses we carry with us in education. We all want to be unique and different – even in the same subject area – and it will be the final nail in our coffins. Have you ever had an idea that is great and you know it would work great for your fellow science, math or history teachers? Did you ever tell them your brainstorm only to have them dismiss you as quickly as you arrived? This is where I started early on with my program of goal setting, time management and prioritization. But that is beginning to change – because it works so well.
There needs to be a consensus on what works and what doesn’t. By work, I mean it is something that can result in an appreciable increase in quantifiable student achievement. Quantifiable student achievement means the increase of a number that is somehow ties to the measurement of overall individual school achievement.
But there will methods that work for some and don’t work for others. The key here is that they must work. Teachers need to find what works for them
I know what you are going to say: Teachers are forever “highjacking” ideas from each other all the time. It is not the same. This is called scrambling. We look for ideas that others are using in the hope that those strategies work for us. But it is not enough. We need cohesiveness.