Ready for Anything. Suzette Lovely
how strict a school really has to be. How many constraints should schools impose on faculty, who are supposed to let creativity flow? And what about the prevailing wisdom that guides administrators to establish processes that follow organizational norms? If students are to advance society and develop products, ventures, and technologies that help everyone, then our system of education has to be less stifling. This includes more deliberate pushback against the conformity creep that consciously or unconsciously permeates a work culture.
As school and district teams strengthen their work together, constructive rebellion should be part of the equation. Constructive rebellion encourages people to deviate from the status quo. It gives team members permission to become rebels with the right cause. Nonconformists aren’t anarchists. Rather, they’re practical change agents who want to cut through red tape to bring better practices to bear (Gino, 2016).
Table 1.1 illustrates the distinctions between constructive and destructive rebellion. Strategies to foster constructive rebellion in schools include defining what teachers need to do, rather than how they do it; asking for proof; insisting team members (not the principal) come up with solutions; and supporting experimentation. When schools allow (and encourage) team members to express their authentic selves at work, they become more committed to the organization and its purpose.
Table 1.1: Constructive Versus Destructive Rebellion
| Constructive Rebels | Destructive Rebels |
| Create | Complain |
| Ask questions | Make assertions |
| Display optimism | Display pessimism |
| Generate energy | Zap energy |
| Pinpoint causes | Point fingers |
| Focus on the mission | Focus on themselves |
| Attract | Alienate |
| Show passion | Show anger |
Source: Adapted from Kelly & Medina, 2015, p. 2.
Decades’ worth of psychological research has shown that we feel accepted and believe that our views are more credible when our colleagues share them. But although conformity may make us feel good, it doesn’t let us reap the benefits of authenticity.
—Francesca Gino, professor and researcher, Harvard University (Gino, 2016, p. 6)
Many educators find it hard to resist pressure from colleagues and are reluctant to say uncomfortable things. But, without the insight and perspective to know when to push back, teachers and administrators will struggle to remain relevant. Companies like BlackBerry, Polaroid, and MySpace once had winning formulas too (Gino, 2016). We saw what happened when these movers and shakers failed to update their strategies until it was too late. Schools are no different. Rethinking the purpose of education gives us a reason to stay engaged.
Educators talk a lot, but what are we actually saying? Without challenging existing practices by asking “why” and “what if” questions, it’s hard to change mindsets or create energy around getting better. Blending conformity with nonconformity requires a delicate balance. On the one hand, we don’t want a lack of conformity to send the message that doing our own thing or working in isolation is good for students. On the other hand, rigid and inflexible practices limit our ability to come up with new ideas and achieve shared goals. Everyone needs variety and challenge in their jobs to perform well; without it, we switch to autopilot. Constructive rebellion is a way to shake things up in schools without finger pointing, complaining, or alienating peers.
Conclusion: There Is No Limit for Better
Education for employment calls upon schools to move away from century-old routines to cultivate the vast diversity of young people’s talents and aspirations. Educators must give equal weight to the vital skills and habits that will close the widening gap between what’s being taught in schools and what the economy actually needs. Most jobs today demand a different skill set than that necessary for the jobs that have vanished. This has caught many educators off guard. Nevertheless, we can no longer turn a blind eye to economic realities and our responsibilities as educators to do something about it.
Communities across America depend on a range of talent, roles, and occupations to remain vibrant. Sir Ken Robinson (2015) points out, “The work of electricians, builders, plumbers, chefs, paramedics, carpenters, mechanics, engineers, security staff, and all the rest (who may or may not have college degrees) is absolutely vital to the quality of each of our lives” (p. 17). Many people in these occupations find their careers fulfilling and financially rewarding. To secure rewarding careers, students need exposure to the variegated paths available in the “any collar” marketplace. There is no fixed utopia for education (Robinson, 2015). At the same time, there is no limit for getting better. Although teaching is a highly individualized endeavor, the issues surrounding teaching are increasingly global. Healthy schools are interdependent learning organizations that aren’t afraid to disrupt the status quo to improve.
The following chapter lays the groundwork to embrace a culture of innovation as a gateway for getting better. The emphasis in chapter 2 is to examine the drivers of innovative thinking and how to put this thinking into practice. Readers will learn how the best companies and the best schools use innovation as a centerpiece for new ideas that everyone can get behind.
Touchstone Takeaways
Consider the following Points to Ponder and Rapid-Fire Ideas on your own or within a teacher or leadership team to cultivate a broader vision of future-focused teaching and learning.
Points to Ponder
1. Would you want to be a student in your own classroom today? Why or why not?
2. How might you align staff or team meetings to rethink education? What paradigms of schooling need to change in your building or district?
3. College professor Kevin Fleming (2016) argues that we should broaden the “college for all” rhetoric dominating the K–12 system to a mantra of a “post-high school credential for all” (p. 9). Which philosophy permeates your organization? What interplay between academics and application is in place now in your school or district?
4. Using the Four-Dimensional Model of Education in figure 1.1 (page 14), what immediate shifts in teaching and learning might lead to longerterm change?
5. How might you embrace constructive rebellion to move conversations forward? What nonjudgmental language will you use to address practices that inadvertently hinder future-ready learning?
Rapid-Fire Ideas
Consider the following rapid-fire ideas as you begin implementing the ideas from this chapter in your classroom.
Consider Success in the New Economy
Watch Kevin Fleming’s “Success in the New Economy” video at your next team meeting (www.youtube.com/watch?v=zs6nQpVI164). Share takeaways. Discuss how the team can create upstream changes to shore up students’ paths to the future.
Empower the Collar
Future occupations will consist of many shapes, sizes, and colors. But, a common thread in this “any collar” environment is a worker’s ability to look at a task and see the desired outcome. At the same time, employers expect workers to imagine different ways to achieve the outcome. Create a graphic organizer that depicts how you empower students to recognize desired outcomes and imagine different ways to accomplish tasks.
Evaluate Your School’s Readiness
Individually or in a team, complete the worksheet in figure 1.2. Discuss your responses to track current progress