The following observations are not founded in any specific, research-based evidence. They are, however, the result of my twenty plus years of experience in various educational roles- from special education assistant, to classroom teacher, to teacher leader, to secondary administrator. Each of these roles have afforded me incredibly valuable experiences and insights.
As with many "veteran" educators, I have been involved in the inception and implementation of numerous initiatives and projects over the years. For the most part, each began with the very best of intentions, to improve student learning. But along with this common element, there is, unfortunately, another commonality that many of these initiatives shared. For the most part, they were unsuccessful.
Now I'm the first to acknowledge that "success" can be perceived in a myriad of ways. Many of these "failures" taught the individuals and groups who were involved invaluable lessons that served to inform future initiatives. But they also sometimes served to demoralize and fatigue the members of the organization whose energy and support was integral to success.
So why is it that the majority of initiatives fizzle out and dissipate before sustained implementation can significantly impact student learning?
I would suggest the following three factors are important contributors.
1. Over commitment. Rather than identifying just one or two areas of focus and actively warding off distractors, schools and districts jump from one initiative to the next. Bill Ferriter addresses this in his post "Does Your School Have an 'Avoid at All Costs List'?" I call this the "squirrel" effect. Again, it is well-intentioned. As educators we tend to be incessantly curious and so as each "next best thing" comes along, the temptation to jump on board is difficult to resist. But ultimately, this leads to important projects that fall by the wayside as the next "newer and shinier" initiative comes along.
2. Leader turn-over. Whether it's at the district or school level, the frequent movement of individuals in leadership positions can have a destabilizing effect. Although I strongly believe that an influx of "fresh blood" can be a powerful spark for innovation and growth, frequent changes in leadership can sometimes halt initiatives just as they are beginning to gain momentum. While skillful leaders do their best to ensure continuity by establishing frameworks that outlast their presence in an organization, often their eager and again, well-intentioned replacements bring with them their own unique set of visions and goals. Many of us have experienced the disorienting and sudden "shift" that can accompany a change in leadership.
3. Lack of clear vision. This one seems obvious, but somehow it remains as the most significant barrier to sustained and successful growth and innovation. There are a number of factors that can contribute, including the two that I've identified above. But this may also be the result of competing or conflicting visions within an organization. With this comes a level of frustration and disconnect on the part of key stakeholders who find themselves pulled in numerous directions. This "tug-of-war" can have an immobilizing effect. In "Leading Change" I discuss other necessary attributes, but the ability to identify and articulate a clear vision is at the forefront of successful leadership.
As I continue my learning and leadership journey, I am mindful of these observations as I work within my own school and district to support student learning. Ironically, many of these insights are the result of mistakes that I've made along the way, accompanied by subsequent self-reflection and readjustment. But ultimately, I believe that as long as we are all willing to acknowledge and learn from past experiences, there really is no such thing as failure.
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