“It is easy to lock yourself in an office, connect with people on Twitter, and appear from your room with some great idea or new thing.”
– pg 90 of The Innovator’s Mindset
As I worked on completing my reading for this week, this particular sentence jumped out at me. No, I’ve not finished my reading just yet, but I suddenly had a realization that this is me right now. As the realization dawned on me, I became very disappointed with myself. I had been doing something akin to this so far this year, and just hadn’t realized it yet. This is not the me I want to be, nor is it the me I should be. Thinking about it, it seems so obvious now. Why did I not see it before?
We sometimes find ourselves settled into our routines and not realizing the impact on others. In fact, one of my goals this year is to build relationships with the teachers around me. I do this in some ways- I attend the same meetings, I give professional development… but it’s not enough. Those are not good ways to build relationships of trust with staff members at either of my schools. I am failing my staff by not taking the time to get to know them or learn about what goes on in their classrooms. How can I help them as the technology specialist if I don’t know their specific needs?
Sure, I love being on Twitter and researching to find new ideas, but I’m not learning how to connect those ideas to the teachers that I serve. As a technology leader, why should they try my new ideas if they don’t trust me or know me all that well?
I can think back to my days in the classroom as a teacher. I remember our technology specialists well. The school I worked at was a smaller school, and usually not often visited by the technology person. I would often go weeks without seeing them. When they did appear, it was to pop in and see if I had any issues. If I didn’t, off they went. I know part of the problem is that in that particular district, the technology specialist was expected to fix things and integrate technology. Though the job description was only about integrating technology, fixing things was thrown in, and often all teachers ever expected.
Would I have interacted differently with these technology specialists had I had a relationship and a sense of trust developed with them? Probably so, but I can’t really say. What ifs are tricky things to contemplate, after all. When I took on the role of technology specialist myself, I worked to develop relationships with staff. I would talk to them about things not related to my job, and it worked in my favor.
It hasn’t taken me long to forget all of that within my move. I’m in a bigger school district, but that doesn’t mean I should be slacking on this. I need to make a change. I see the problem now, and I want to work on correcting it. I may be that person mentioned in the quote above, but I don’t want to be that person. I have failed myself and my teachers so far, but I am going to change that. It’s time to fix it.
If I’m going to fix things, I need a plan. It’s very easy to spend time during my day wandering around to teachers’ classrooms during their planning. The middle school is easier because each grade level has a separate planning period. The high school will be harder, but I will make it work. I know each teachers’ planning period, just not their rooms. Once I get ahold of that information, I’ll be golden. Starting next week, I plan to visit teachers on planning throughout the day. I will drop in and see how their year is going, and begin to get to know them better. I won’t spend too much time, just about 5 minutes and head on my way. I’ll begin to build those levels of trust with my staff and hope that I can bring about some changes in how I do things.
I may have failed, but that’s okay. I can’t always be successful. I can take my failure and turn it around. I’m going to turn this around, and I’m going to be a different person.