Nobody said change is easy . . . .

I’ve been thinking a lot about change lately.  We are immersed in a process of change in our schools, with new curriculum coming, the creation of PLCs, a move toward project based learning, new technologies, and change as a result of declining enrollment. What has me thinking a lot is actually how hard the process of change is and how I sense a resistance building.  There has been a huge amount of energy invested in the change and I would hate to see it all have been in vain.  I want to share some personal experiences with change that may help others to ease up on their resistance.  

Change is often forced upon us by circumstances beyond our control.  You can be hit by events that are tragic, traumatizing, and life altering.  These events can be things as simple as a job change, or something as paralyzing as the loss of a spouse.  Whatever the change, accepting it, adjusting to it, and embracing it are all going to take some time. 

I recently read an older paper by Michael Fullan (2006), “Change Theory: A force for school improvement,” and was struck by what he called the seven core premises that underpin his use of change knowledge:

1.     A focus on motivation

2.     Capacity building, with a focus on results

3.     Learning in context

4.     Changing context

5.     A bias for reflective action

6.     Tri-level engagement

7.     Persistence and flexibility in staying the course

Fullan is clear that this approach to change “gets results” (p.8).

In reflecting on my own reaction to change over the last few years, I can see how my own actions fit the model he describes.  After my wife passed away two and a half years ago, I was lost in a world of confusion and uncertainty.  I made silly choices and I made some very bad decisions, because I was afraid of the huge change that had just happened to my family and to me.  I was lost.

Then, given time, I realized that I had motivation to change.  I had a clear moral purpose; being a good father to my two boys.  They needed me and still do.  I realized that I had the capacity and the resources to provide what they needed then and now. I also had a lot of help from friends, family and colleagues.  Finally, I realized who I am. 

I started to build my capacity for change, focusing on where I wanted to be a few years from now.  I’ve done a lot of reading about change, about self-awareness, about leadership, and about planning for the future.  I have developed new skills that are helping me in my role as vice principal, and my role as a parent.  I have also taken a close look at my own health and fitness and have made significant changes to my own routine.  I now run regularly and have goals related to this activity as well.  I really like Fullen’s idea, “The more one invests in capacity building, the more one has the right to expect greater results” (p.9).

My learning has been in the context of the two key situations that I am in on a regular basis; being a principal, and being a dad.  I’ve taken on a leadership role in our local Principal’s Association and I am now taking part in a learning initiative with the BCPVPA, called Supervision for Learning.  I have already written about how both of these activities have helped me to grow as a principal and as a leader.  As a single parent I have had to learn on the go.  I now cook and look after all of the household activities from finances to cleaning toilets.  My learning curve has been steep, with lots of feedback.

One of the things that has recently occurred to me is that there has been change in my larger context.  Initially, when first dealing with grief, I was isolating myself and devoting all of my time to my kids.  This was unhealthy for all of us.  As my focus shifted to looking at what was best for my boys and for me, I branched out.  The BCPVPA involvement, encouraging my kids to test their own boundaries with school and work, and finally taking some social risks have all opened doors for the three of us.  We have had some distractors, such as fear, guilt, and uncertainty, but we are working together to overcome those and the results are positive so far.

Blogging, though still new to me, is a way for me to reflect on my own behavior.  Without reflection, I don’t believe that true learning or true change can actually take place.  Interestingly, Fullen states that, “behavior changes to a certain extent before beliefs” (p.10).  I force myself to act a certain way because I want to change, but I still don’t quite believe that it’s possible.  I have a few situations in my life right now that would never have happened if I had waited to truly believe they could. 

Fullen’s sixth core premise, Tri-level engagement does not really apply to my situation.  However, if I look at my thoughts, actions, and the reactions of others as a mirror to this premise, positive change is happening.

After two and a half years, with many moments of denial, anger, bargaining, depression, and finally acceptance, with persistence and flexibility in staying the course I have embraced the change.  I know who I am, and I like me.

I started this blog post by talking about a sense of resistance to change in my school.  My ramblings ended up being way more personal than I had intended, but they emphasize my point.  Nobody said change is easy.  We have to be motivated, build our capacity, learn in a context that is changing, be self-reflective, engage at all levels, and constantly show persistence and flexibility in staying the course.  We can do it.  Our kids, our students are depending on us.