Consider the life-changing, and lifesaving, impact of the way in which the medical profession is now working towards cures for cancer. What might we learn from that SYSTEM that might guide our way of working collaboratively in the system of education?

Many conversations with leaders focus on the energy and time it takes to create real change in attitudes – particularly when teachers balk at new expectations around student interventions, working as PLC’s, using a new curriculum, etc. A system approach might include how we hire for positions. There is a lot presumed when we hire staff. How might the system impact and increase the real requirements of teaching that often do not align with general perceptions? A leader we worked with in Texas, Dr. Drew Watkins, is the superintendent of a fast growing district. Each year, his practice is to meet individually with each new employee – and the number grows each year. His conversation serves one purpose – to confirm with the applicant that, in accepting a job in this district, they understand and agree to the expectations. He reviews the required use of the curriculum, progress monitoring of all students, use of best practice, the necessity of working collaboratively in teams to focus on success for all students and the importance of partnering with parents in the education journey. He offers the applicant the opportunity to change their mind by saying, “Okay, this is your last chance to run if we are not the right match for you. There are many districts in the metro area, holding different expectations, that might be a match.” Dr. Watkins reports that when new hires commit they want to live up to the expectations and don’t want to let him down. Dr. Watkins says he is committed to maintaining this practice regardless of the time it may take – even as his new hire numbers increase. The payoff is witnessed throughout his system. No conversations are needed to talk people into, or convince folks about what is expected to teach in the district. A principal might only have to remind an employee of their commitment to the superintendent if they lose focus or something changes. Energy and effort is focused on great teaching for great results for students. The data provides the evidence.

How many ways are available to leaders to make systemic changes that dramatically and fundamentally change behaviors and practice for all kids to succeed?

By Kathryn Kee, PCC
(Dr. Drew Watkins, Superintendent, Prosper ISD, Texas gave permission to share for his systemic practice.)