Teaching and learning has changed forever, there is no going back!

Teaching and learning has changed forever, there is simply no going back! While Covid 19 is serving as a catalyst to radically change teaching and learning environments in some educational institutions, the majority have been embarking on this journey for more than a decade. However, two fundamental differences are evident in today’s context, teaching practices are being exposed to a higher degree of scrutiny and, stakeholders are acknowledging we will never completely go back to the way we were, pre-Covid. For many, this change in practice is exciting. They believe the crisis in a good motivator to fundamentally reshape teaching and learning, the “never waste a good crisis to improve” approach. For others, the experience is highly stressful, creating a fear of an unknown future while responding to the demand to dramatically shift their teaching practices within a short timeframe. A situation made even more complicated by increasing societal fears and the constant shifting of expectations. In reality, we are witnessing the beginning of a radical reformation of teaching and learning, partly in response to the current context, but equally driven by a rapidly changing society. We are transitioning more quickly to what is frequently referred to as the purer, “21st Century Learning Model”, a topic for another blog.

Transitioning to a more wholistic 21st Century teaching environment does not mean we have to rid ourselves of all that is associated with the more “traditional model”. Traits such as possessing deep knowledge and passion for areas of speciality, building caring relationships, ensuring excellent preparation and organization, possessing a strong work ethic and holding high expectations for all are enduring and will continue to be the hallmark of our profession.

At the same time, we recognize the world has changed rapidly and our classrooms need to respond accordingly. The one constant, we remain committed to ensuring our students are properly prepared for the future; a future that is experiencing change on a global scale. Our classrooms have become more diverse and inclusive, which is a good thing. The art of teaching is shifting, or has shifted, from “teacher as authority” to “teacher as a facilitator”, embracing theoretical understandings associated with cognitive constructivism, project and problem-based learning and, phenomenon-based learning. Individually and corporately, we cover a wide spectrum of understanding, commitment and action to change, positioning us at multiple points along the continuum. Notwithstanding, none of these changes will occur without a certain degree of complexity, fear and challenge.

A number of conditions, largely external to our sphere of control, are contributing to the complexity of teaching and learning in the 21st century. We are experiencing unprecedented and immediate access to information (good and bad), rapidly shifting demographics, disappearing and newly invented career options, enhanced focus on global economies, more active engagement of stakeholders in the learning process and, higher degrees of accountability. Explosive development of new and enhanced technologies, while exciting and supportive of teaching and learning generally, is also increasing the level of complexity. While contemplating this brave new world can be both exhilarating and scary, educators are being forced to rethink their perceptions and beliefs about the future of teaching and learning, and their role in the process. This means change and, for some, change is a daunting experience; creating a fear of the future while challenging their loyalty to the past. This is where Focus 10 Educational Consulting Group can be of service. Our associates are highly skilled at leading and supporting change. We believe in celebrating and retaining those elements of the past that should endure, while helping you carve a brave new and exciting path to the future.

We believe two fundamental ingredients are necessary in order to bring about a positive change, informed leadership and a focus on “leading vs managing” change. Anchored in research, we believe there is a fundamental difference between the two. Managing change is often project based, timeline driven and focused on a tightly defined outcome. While this approach may achieve that specific outcome, the process is so tightly defined that it misses out on opportunities to explore and test other options that, if implemented, would result in a significantly enhanced outcome.

Leading Change, our preferred approach, is often described as putting an, “engine under the change initiative”, (Kotter, Harvard University). This approach has proven to not only be successful in bringing about a desired result, but also produces an outcome that, more often than not, exceeds expectations, is widely accepted by those affected by the change and is sustainable over time. We achieve these results by paying attention to the critical elements of a change process, which includes how and why people change. We authentically engage people whom will be most directly affected by the initiative, tapping into their knowledge, passion and experience. This process not only increases buy-in, but also creates champions of the change process, an essential ingredient.

In that regard, Focus 10 would like to explore with you an opportunity to support and/or lead your journey of change, whether it be at the division, school or classroom level. We offer the following suite of change supports:

· Leading vs Change Workshops/Speaking Engagements: Two-part series focused on Leading in an Age of Complexity and Leading vs Managing Change – There is a Difference!

· Leading change initiatives: Longer term commitment leading/supporting your institution with identifying, developing and implementing a change

· Improving classroom practices/outcomes (pedagogical supports)

· Developing/implementing a technology plan to support changes to teaching and learning practices

Dr. Lorne E. Parker, President

Focus 10 Educational Consulting Group