I am in my sixth district in 12 years. There have been various reasons as to why I’ve left my positions over the years. I’ve been laid off due to budget cuts and limited-term contracts. I’ve left due to changing position types and my determination to get to the job I currently hold. While some people have told me that I’m flat out crazy for moving districts so often (although some of the moves were not intentional), I have learned a great deal from being in so many different places and working for and with various people of differing strengths and abilities. I’ve been given a fairly accurate radar of what is “normal” for a district and what is specific to that environment.
We have a ton of new teachers in our district this year. Overall, at least in Wisconsin, there is a major teacher and administrator shortage, and people are bailing from districts because they feel the grass is greener somewhere else. In some cases, this might be true, but in my experience, every district has it’s own set of special challenges. The question I always have about leaving a district is: how do you know the line between when your job is to create change in a difficult situation and that of your beliefs about education being so fundamentally different from others that it’s time to go?
One of the things I’ve realized over the last few years is that my passion for education includes a strong desire to create change. Systemic change. The kind of change that shifts an entire mindset and experience. I’ve also realized that people like me, and I’ve come to know so many amazing change agents over the last few years, are often seen as boat rockers. We are the ones to push the envelope, challenge others when we feel like what is being done isn’t best for students, hold fast to our fundamental beliefs about learning and relationships. Some people around us don’t like that, and it takes a change agent with a secure confidence in their beliefs to hold fast when other people feel threatened because you’re rocking their boat so hard it might sink. It’s a delicate balance which includes playing the political game of education, being savvy enough to pick your battles, and being able to recognize when change is necessary and when you’re just pushing for change for change sake.
Nobody can argue with the fact that change is hard, especially when you’re looking at systemic changes like wide-spread innovative teaching and learning or greater opportunities for student empowerment. If you’re looking at changes that take time, like a lack of trust or a toxic climate & culture, change can be especially daunting, especially if the people who need the most change don’t recognize that they do. The more of these kinds of people in a district, the more you might question whether your beliefs in education might be so fundamentally different from others that you can’t function to your full capacity in that environment. And there might be times when this is true, but more often than not I wholeheartedly believe that great change takes perseverance, and people who have the tenacity to create change rarely have an easy time doing it, nor do they typically see the fruits of their labors.
Being an agent for change is more about recognizing the small wins i