It Doesn’t Matter

I meant to write the blog entry a few years ago when I worked on the Math K-9 Curriculum Development Team. We worked in small groups discussing curriculum and what students “should” or “should not” learn. Of course the conversation always veered into practice and what happens in the workplace with respect to math education. My big aha THEN was, regardless of where we come from, the problems that we perceived were the same. I was coming from a private practice, another person was from a rural public school, and the other person was from an urban independent school. I was so fascinated by this phenomena. Our perceived problems in math education were not unique.

Here I am again, reminded of this phenomena… but in a different context. Again, I am wowed. My friend/colleague and I both started in education basically doing the same thing.. teaching secondary math. We were kindred spirits THEN and I loved working across the hall from this person. As time passed on, we proceeded with our careers in different directions. My friend went into administration and I opted to quit teaching in public schools to pursue doctoral studies and I became a school trustee. To make a super long story short… we ended up in the same place of being NOW. How can this be?

We took different paths and assumed different roles in education but reunited we realized that we have the same concerns about education but also the same vision for education. I love this metaphor: grass-fed butter versus margarine. My friend is like grass-fed butter valued at $11 for 250g and I am like a tub of margarine valued at $5.50 for 907g. One may have earned more than the other and took a greater responsibility in education, but in the end, you find us on on the same piece of toast. I find this fascinating… again.

I look at research and my own teaching practice to find and experiment with viable solutions. My friend reads a tonne of books and implements what was learned into the workplace. I continue to feel concerned about some aspects of education, yet feel hopeful about other aspects. I am aware of the potential of the education system and how it would benefit student learning but the machine does not move easily. One person cannot move the machine into a particular direction; it’s the collective. How does the saying go? CULTURE EATS POLICY FOR BREAKFAST. It also eats mindsets, dreams, and possibilities.

How do you create a SOCIAL CONTAGION, something that the keynote speaker from the BCPSEA Symposium spoke of? Although her keynote was referring to HAPPINESS IN THE WORKPLACE, I am wondering about how “we” could change culture that would nourish student learning for all. Happiness is a huge part of it. BC’s New Curriculum is one avenue. It’s a policy document that creates space for those in the field to implement 21st Century Learning opportunities for students. It will take time to successfully implement this curriculum. LEADERSHIP is another key to shifting culture in schools.

The leader has influence on those whom he or she leads. The leader has a vision and clear purpose. The leader must also be resilient, passionate, and persistent. The leader is courageous and models what he or she wants to see. The leader is kind, caring, and empathetic to those around him or her. The leader is selfless and not driven by his or her ego. The leader builds people up, not break them down. The leader is transparent, has good relationships with others, and listens. The leader is also willing to the break the rules (i.e. find new ground) because it’s best for all students and student learning.

I always thought my love for education was math education… but I realize that I am more consumed by leadership and systems. Math education brings light to my passion and purpose. Teaching secondary mathematics brought me to where I am today… as an educator, educational leader, and researcher. I am looking for system change. How can we leverage change together? And, do we want it? I wonder about that. I am about to write a brief blurb on the SIGNALS OF CHANGE. I see one signal and I am curious if it will embark on a social contagion or go underground, which will sustain the status quo.

Acknowledging the grass-fed butter / margarine phenomena brings some solace to my pedagogical journey. To understand what I understand today, I did not have to go through the system and climb the rungs of the public education hierarchy to realize that there is work to be done, I am looking for system change, and shifting culture as a collective is at the heart of it. Leadership is key. Breaking down barriers are as well. But also having the courage to speak up, having your voice heard, and doing something about it. I have great admiration for all those who want to “make a difference” in education and are doing something about it. We need more of us. As it turns out, it doesn’t matter where we come from or what role we possess. What matters is our common purpose.