Blogg-Ed Indetermination

After reading Robert Evans’ the Human Side of School Change, it is quite possible to conclude that with so many things making school change difficult, one might as well throw in the towel. Evans acknowledges as much in his final chapter, Reach and Realism, Experience and Hope,” when he writes: “…I may have seemed to some too sympathetic to resistance and too pessimistic about the potential for school improvement.” When I read this, I wanted to yell:

Ya think?

Evans goes on to say “Of all the factors vital to improving schools, none is more essential—or vulnerable—than hope.”

Yes. Especially the “vulnerability” part. Like the evil spirit cartoonists depict sitting on our shoulder and whispering FUD (fear, uncertainty, and doubt)  in our ear, many educators are constantly on the cusp of giving up.

Evans closes his book with sage advice about how to maintain hope among “the key members and red hots who have  been pouring themselves into school reform.”Let me attempt to summarize:

• How far, and how fast? With so many things that one can add to the “change plate,” it is far better to do “fewer innovations better, than more innovations worse.” He cites research that suggests five years is required for a significant organizational change. If you’re not in for the long haul, best not get on the bus.
• Evolution, not revolution. Consensus, not fiat. Accountability, not micromanagement.
• In an eerily familiar sounding section entitled “The Triumph of Hope,” Evans includes a beautiful quote from Vaclav Havel, a portion of which I include below:

Hope is definitely not the same thing as optimism. It is not a conviction that something will turn out well, but the certainty that something makes sense, regardless of how it turns out. It is this hope, above all, that gives u the strength to live and to continually try new things, even in conditions that seem…hopeless.

Robert Evans has given me much to think about, but I do not look to him for hope. For that, I look to my own convictions about the nature of humankind, and to my friends and colleagues. I encourage you to do the same, read Evans wonderful book, think about it, and then talk with others about it. Schools can and will change. I hold no illusions that they will change as much or as rapidly as I may like. that aspect of my youthful optimism has been eroded. But I am also at a more peaceful place. I do not mean to suggest that I am content with what is, or unmindful of how much is left to be done. But a place where I can strive for what I think is right without undue attachment to the outcome.