Why do we ask this question? Because every year, we arrive back to school to find a set of new procedures, new rules, new expectations and new responsibilities. It is the new responsibilities that often cause the most discussion, angst and effort.
My school is about to begin week 3. We are still enjoying the ripples from the new administration, new rules and new expectations. Cell phones were banned–mostly. Students are struggling with the challenges that poses for them. I believe the school may recommend a phonectomy for some students. The benefit for all of the write ups we have been doing is that we are becoming more familiar with the new software program put into place over the summer.
Yes, we did have an end of the year training on the new system. Do I remember it? Faintly. Somehow in the training, this system seemed miraculous, easy and a no-brainer. Somehow in the new day to day, the new system seems tedious, heavy and a real effort. Also, the entrance of lesson plans in this “it’s going to be so much better and easier than ever before” system has been a true source of aggravation for many. But, don’t worry, we love spending three times the amount of time to do everything, because teachers have plenty of spare time. 🙂
New administration has arrived. We have more new administrators than I care to count. The one with the longest time at our school is starting a third year. So, needless to say, we have a million snafus. The teaching staff tends to just keep doing the things they know will keep everything afloat. Of course, that may conflict with the new administration’s current ideas, which will, without fail, be adjusted by email three times per idea. One of my colleagues (good thing I write anonymously) just told me that he does not respond to anything until the third email because he figures by then things are circling the drain and close to being the final draft. Funny, but true.
It’s an accreditation year at my school. (For those of you in the public sector, you may not be reading this correctly.) This means, for those that don’t have that fun experience every four or five years, that every single thing you do as a school is examined and put into evidence form. It’s like knowing your mother-in-law is coming for a month long visit. You know you have to get things ship-shape in a way that seems extreme. That’s accreditation. We get the opportunity to help. (Read: you are doing extra work and having extra meetings.) For me, I find it entertaining as we focus on things that really don’t improve student learning, but definitely make us feel like we are making a difference. I say this as I am the head of a team and a resource member for all of the teams. I am doing my part to make the things upon which we focus be the things that directly give improvement to the students. I’m glad that this is not an every year opportunity.
My school got new furniture. Yay! See–not all new things bring challenges. Sometimes we look at the things that need to be done to effect change and resent them. But, not all change is bad change. The key is to keep focused on making good changes, and finding good things in all circumstances.
Good thing I love my students. That never changes. It’s the thing that makes all of the new just an annoyance that I’ll forget in a few weeks’ time. The students.
As you hit your new, whatever it might be, don’t forget how much you love your students. Remember, they need the good person you are to show them how to persevere through all the new they are facing. If you can do it, they can too.
Happy New everything—good and bad.
Feel free to share your new —- and we will commiserate.
First published August 24, 2019
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