Processes for Change
Change is hard. Just try getting up an hour earlier than a normal day (or stay up longer than normal) for a week! Not only is change hard, but long-lasting, important change is even harder. So I’m grateful for people that study how change happens so that I can learn from them. That’s what Covey, S., McChesney, C., & Huling, J. (2012) did in their book: The 4 Disciplines of Execution: Achieving Your Wildly Important Goals.
Their system (“4dx,” for short) breaks down the process of enabling change into four simple steps. (Simple, but NOT easy.) 1) Find your Wildly Important Goal (WIG for short), 2) Determine the Lead measures that will exert leverage on the problem, 3) Make a compelling Scoreboard to create engagement and clarity, 4) Establish a regular rhythm of accountability focused on your goals.
I’ve already been thinking about the goals I want to accomplish at my school. So I think I have a good idea of what my WIG is. And I’ve been thinking about the grid work of influences that I can use, thanks to Patterson, K., & Grenny, J. (2013) book, Influencer: The Power to Change Anything. That means that I’ve been able to identify some crucial vital behaviors and think about the different ways I can influence change around me. In other words, I have already identified potential lead measures to work on.
The next steps are about creating a way to keep track of progress (a scoreboard) and develop accountability. In addition, these steps need to be more broadly shared and developed with my colleagues.
Create a scoreboard:
This step needs to be done in collaboration with those faculty that will be participating with the change efforts taken place. Ideally it would be simple, highly visible, show lead and lag measures and indicate success quickly. For my goal of creating two flipped lessons, I think a thermometer type scoreboard could be effective. For my goal of engaging in more BYOD incorporated lessons, a graph using cell phones as indicators would be good. I think using a speedometer to indicate the current average BYOD per week would be a fast way to show our progress as well.
Create a rhythm of accountability:
I will be asking a colleague of mine if they would be willing to start working with a system of short weekly meetings to add accountability towards creating a flipped-lesson studio. I have already lost time in accomplishing my goals because the whirlwind is just too incessant. But if I add accountability, I know that will aid my focus in moving forward. Working on this project with accountability will not only aid my goals, but will help clear the path for my colleagues as well.
Move the Middle:
I will continue to show enthusiasm and demonstrate how I incorporate BYOD into my own lessons. This is already generating some interest and positive vibes for BYOD in the classroom amongst my peers. I hope to be able to provide additional training in future in-service meetings to show how seamless and powerful things can be. With these influences, I believe that many teachers will begin to move towards adopting new practices in their classrooms.