The Hidden Value in Relics

December 11, 2019

 

We hear people acknowledge the importance of removing things from the plates of educators often. But many leaders struggle putting antiquated programs and pet projects in the rear-view mirror. 

 

At the same time, there’s no shortage of SMART goals and vision statements in schools. This is problematic because the practices your team designates as “relics” might say more about your school culture than your vision statement ever will. 

 

Starting new things is too easy. Stopping takes discipline. And dialoguing about what to stop might be one of the most powerful conversations your team could have.

 

Removing things from people’s plates...things they’ve owned and invested in for years...takes conversation and deeper understanding. And it takes a collective commitment to keep these things off people’s plates and out of the system. 

 

Stopping (in a collective sense) requires collaboration, communication, and shared commitment. This is the stuff school culture is made of. This is the hidden value in relics.

 

What practices would your entire team be willing to stop?

 

How do you know?

 

What are you waiting for?

 

 

 

 

If this blog post resonated, you might like my newest book, Reclaiming Our Calling: Hold on to the Heart, Mind, and Hope of Education. The book tackles a tension many educators are feeling using a combination of stories and practical strategies. If you’re interested in technology integration, Renegade Leadership: Creating Innovative Schools for Digital-Age Students is a best-seller with Corwin Press. Both books are built on the belief that everything we do in education starts with relationships and connectedness.

 

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Dr. Brad Gustafson is an elementary principal, author, and speaker. He believes schools can be spaces where creativity and innovation thrive, but only when we prioritize relationships and a relevant, connected pedagogy. 

 

Connect on email at:

AdjustingCourse@gmail.com

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