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In this episode, we tackle adaptive challenges, which often impede systems transformation and change leadership. Specifically, I’ll explain how you can use a diagnostic tool to identify what exactly is going on and how to get unstuck and finally move towards transformation.
Why are we talking about this? Adaptive leadership scholars, Heifetz, Grashow, & Linsky (2009) write, “Adaptive challenges are typically grounded in the complexity of values, beliefs, and loyalties rather than technical complexity and stir up intense emotions rather than dispassionate analysis.” In summary, a typical workshop or other means of sharing information is not going to work. There’s something deeper that’s resisting the change, and we have to unearth that before transformational change can happen. However, it is quite difficult to get everyone on your staff or in a classroom to share where the resistance is really coming from. It’s a struggle—even for the individuals that hold these values, beliefs, and loyalties—to diagnose the challenge. So, how do we do it? For today’s episode, our starting point is a school discussion. Whether it’s a challenge within the staff (start by paying attention to a discussion in a staff meeting) or a classroom (observe students’ talking), you can follow this list of suggested steps. Step 1: Determine which type of discourse is present.
Step 2: Invite imagination and possibilities. Invite teachers/stakeholders to tell you what they wish their classrooms/schools were like. (Often, the change we’re trying to lead is a way to get to that outcome. People just need space to share and be valued) What does it actually look like for you? Paint a clear picture of your dream. Co-create the dream. Make this the focal point. Root it in shared values. Step 3: Create disequilibrium. (Name the avoidance.) Avoidance is a hallmark of adaptive challenges. Often, we’re avoiding conversations about the things that matter. We like to be comfortable! This could look like diverting attention (e.g., making a joke or making it personal to deflect from the real issue) or displacing responsibility (e.g., “That’s the family’s responsibility, not ours.”) Mezirow (1990) says adults need a disorienting dilemma to jumpstart transformative learning—learning that requires a paradigm shift and asks us to critically examine our assumptions rather than just learn a new skill. Present information that makes participants just uncomfortable enough to realize, “the way I’ve been thinking about this isn’t working anymore.” This will help them try on other ways of thinking, which is most effective within group discussions! (The dialogue is both a tool for diagnosis and for change, as. Dr. Cherie Bridges Patrick has told us before.) Step 4: Practice discourse. Engage as a participant. Encourage all school stakeholders to do the same and notice aspects of the experience (what skills are you using, what is avoided, what feels good, what doesn’t feel good). Make space for reflection individually and as a group (e.g., staff, class). You can use these reflections to co-create community discussion agreements or adapt them if you’ve already created these. Step 5: Build your skills.
These come from Dr. Cherie Bridges Patrick’s research, which she talks about in depth in this previous episode of the podcast. Final Tip Pick one meeting or class to observe this week. Take notes using the Diagnosing Adaptive Challenges Workbook linked below. To help you identify adaptive challenges in your school, I’m sharing my Diagnosing Adaptive Challenges Workbook with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 161 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where you can learn about student voice tools like this one:
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Time for Teachership is now a proud member of the...AuthorLindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership. Archives
January 2024
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