The 2020 COVID – 19 pandemic obliged schools and their communities like never before to address the facility to move to a more digitally based schooling.
Notwithstanding we expect most schools, education authorities, teacher education institutions and governments to return as soon as possible to the standard model of schooling, still shaped by an analogue mindset, having no desire to go digital.
But we are also aware of notable exceptions worldwide that used the digital astutely, who grew as school communities during the pandemic and which will continue to grow as digitally mature organisations.
Our desire is to use this site to monitor and reflect upon the digital evolution of schooling.
Serendipitously over the last year Roger Broadie and I have been focussed on readying a new publication on the digital for ACER Press Australia.
The challenge given by the Publisher was to address the reality that a quarter of a century on from the world going online the use of the digital in most schools worldwide remained peripheral.
While the digitally connected young and their families globally had normalised the 24/7/365 use of the digital most schools had not.
Could we write a book that addressed that challenge, and assisted teachers and trainee teachers normalise the use of the digital in their teaching?
We’ve written a book entitled Digital Teachers. Digital Mindsets.
It will be released early 2021.
The book takes as its premise that every teacher, K-12 should in 2020 to be a digital teacher, shaping their teaching with a digital mindset.
It reasoned that most every teacher in 2020 shapes their personal lives with a digital mindset.
Teachers, like all of us expect to use our digital devices the moment desired, to connect instantly anywhere, anytime, at speed, 24/7/365, to use the personal devices they want, configured how they like, with the agency to use and learn with the digital as they desire.
The moment most of those teachers walk through the school gate they revert to using an aged analogue mindset. They assume learning with the digital must be tightly controlled, taught by specialist ICT teachers, with the students distrusted and disempowered, and needing to do and learn what the ‘experts’ believe best. The focus is the technology, and the ‘right’ technology at that, with all students mastering the same skills.
The aim of the new book is to assist every teacher, at every level, in every area of learning normalise the use of the apt tools of the contemporary world in their teaching, shaping the use with a digital mindset.
The argument is the thinking, an apt contemporary mindset not the technology per se must shape the teaching and learning.
Mid way through the writing COVID-19 struck, affirming the necessity of every teacher, in every school being able to operate from a digital base.
Tellingly the pandemic stress tested every facet of schooling, and in particular its ability to work digitally, remotely and with an apt shaping mindset.
While there were important notable exceptions most teachers, schools, education authorities and governments were ill-prepared.
The continued dominance of an analogue mindset, dependence on a century old ‘grammar of schooling’, focus on the basics and expectation that the digital would be used only within the existing organisational structures did little to ready teachers or schools to go digital.
As governments, education authorities, schools and education unions and professional associations review their performance during the pandemic and ‘stress testing’ we believe it important to make that thinking readily available and to critique the findings.
In the coming months – and likely years – we intend doing just that and monitoring the evolution of schooling, at the same time as we elaborate on the thinking within Digital Teachers, Digital Mindsets.
Below are links to two important pieces of research, both of which relate to equity of access to the digital.
The art of sustaining, and in time revitalising core organisational change in schools, and school systems is unique; markedly different to that in other organisations.
It is an emerging reality all interested in school development should consider.
While there are many similarities to all other organisations in the sustaining of the change it is critical to understand what sets schools apart, and not perpetuate the mistake many have made trying to apply in toto the tenets or models of organisational change in business, and indeed the public service, to schools.
Schools, and school systems are unique organisational forms, requiring apt sustaining and revitalisation strategies.
The school organisational change literature not only doesn’t recognise the marked difference between making the initial organisational change and its sustaining (Lee and Broadie, 2019) but also doesn’t acknowledge schools organisationally differ in at least six fundamental aspects to all other organisations, private and public sector.
Their remit, the societal dependence on them, the time spent developing the nation’s young, school’s perpetual existence, government’s political control, and invariably ownership, and their need to balance ‘normalisation’ with evolution combine to set them apart.
No school can be independent of the education system they are part of, be it local, parochial, provincial, national or international. All must work within the established parameters, address the set targets and meet an array of obligations.
The same combination of factors, plus the many others that impact organisational change make core school, and system change, and the sustaining of that change very challenging, with history revealing the odds strongly favour the retention of, and invariably the return to, the traditional organisational form.
Businesses exist to make money, schools to educate, and to care for the nation’s young, within a physical place called school.
The young, their parents, the wider community, and vitally the electorate expect those schools to play those roles day after day, year after year.
While accepting schools will be efficiently and effectively managed, and make good use of the funding provided schools are not perceived to be profit making enterprises.
Rather they exist to serve their society, they been given the prime responsibility for educating the nation’s young, and caring for and nurturing them while the parents work.
They are moreover expected to play that role in the contemporary world in a consistent manner, on a specified number of days each year, within given hours, and break for holidays on approximately the same dates year after year – advertising the school term dates several years in advance.
Globally modern societies, and indeed economies build their lives and workings around those school operating times and term dates, with there been virtually no likelihood of ever varying the term dates. Life in the northern hemisphere is for example still profoundly impacted hundreds of years on by a pattern of school holidays that emerged out of the agrarian year.
Societies’ dependence is invariably strengthened by governments’ mandating that all the nation’s young attend school for X years of their lives.
150 plus years on society has also come to expect – rightly or wrongly – schools to ready compliant citizens, ensure the ‘right’ material is taught, sort and sift the students, and certificate the student’s ability.
Time spent developing the young
Schools must factor into any strategy that seeks to sustain change, and particularly to revitalise that change the responsibility they have for educating each age cohort of students over a long, invariably twelve plus year period, and doing so in a lockstep, linear manner.
While most organisations, private and public sector have only a brief interaction with the clients, schools work with them every day, for years, each year taking in a new cohort of students, while exiting another. To create a significant change in the learning behaviour of say nine year olds, it may be necessary to start that change with the children when they are only five.
Approximately 20% of the nation’s young’s learning time annually will be spent at school.
Core organisational change invariably has thus to be phased in, and the change continued with until the last student cohort departs the school.
Schools can’t like most other organisations make, and even markedly refine a core change the moment it thinks apt. They have work with the givens.
Schools as organisations will continue their operations while ever there is a community for which to cater; an electorate to satisfy. While non-government schools might come, and go governments must ensure communities have a school
Schools have literally existed for hundreds of years, and are on track do so for many more.
In marked contrast to business that must operate at the cutting-edge to remain viable, the viability of most schools is seldom under threat.
While it is highly desirable schools provide a quality apt contemporary education in many respects it matters not how poorly run or how dated and irrelevant is the teaching. The government schools will continue while ever there are students wanting to attend.
The demand on their ‘child care’ role, particularly at a point in history where both parents work, will see most average, and even poor schools continue to operate.
It is difficult to imagine any democratic government, wanting to stay in office opting to take up Perelman’s (1992) suggestion of closing the schools, and teaching solely online.
The perpetuity of the organisation, its longevity means staff appointed to schools will, likely unwittingly, play a custodial role in preserving and growing the history of the school, for what invariably will only be a relatively short time in the organisation’s operations. They will play their role and leave it to others to continue and hopefully grow their work. It is not unusual for there to be a 20% plus turnover of staff annually, and only rarely will the teachers stay in a K-12 school the same length as the students.
The same holds at the system level, probably even more so, particularly in those organisations that staff the central office with limited term contracts.
Interestingly, aside from staff in schools with a long history, the authors’ strong impression is that most teachers, administrators and even politicians don’t see schools operating in perpetuity, or the staff being custodians of but a period in the organisation’s history. While greater research is needed, the authors combined 80 year plus association with schools and systems points to a focus on the now, and the immediate future, that combined with a lack of corporate memory and documented history likely sees few staff regarding themselves as custodians of a heritage. The contrast with role played by staff in a museum, or even the police or fire services is likely marked, with the shortcoming needing to be factored into any change sustaining or revitalisation strategy.
Schools linked to religious organisations are also invariably limited in the degree of change they can implement by the usually conservative tenets of their governing bodies.
Government control, ownership and politics
Another great difference between sustaining, and particularly revitalising organisational change in business and in schools is that schooling is controlled by government, in most instances the schools are owned by the government, and any core change will always depend on its electoral, political and government acceptance.
Globally governments, be they local, provincial or national control the operations of the nation’s schools – even if not directly owning them. While the nature and degree of sway varies the control of such variables as the overarching legislation, working conditions, pay rates, the funding, the curriculum authority, the examination’s board/s, teacher registration, school accreditation and teacher training ensures the government of the day will always have a powerful voice.
The power is amplified many fold when they own the schools.
With government control/ownership there will always be the continuing, often very quick turnover of the senior decision makers. Governments only have limited tenure, the ministers of education even shorter and system chief executive will on experience rarely stay more than six years.
The limited tenure, the electoral imperative to impress in the short time and the constant jockeying for power strongly inclines governments, ministers of education and their bureaucrats to favour shorter term initiatives, and to shy away from change likely to alienate the electorate.
School systems in contrast to business, invariably have senior decision makers who aren’t versed in the business at hand. Contemporary educational administration is highly likely to have a minister, political advisers and heads of the administration with no training in or experience in high level educational change. Most moreover will have little or no corporate memory.
Their expertise is politics and providing the electorate what it finds acceptable.
Sustained change must be electorally acceptable, preferably owned by the community to the extent that successive governments will be wary of intervening other than to enrich the change.
Any major revitalisation of the original core organisational change, such as shifting from a paper to digitally based operational construct will need to be electorally attractive, be embraced by the teachers and school leadership and vitally provide wins for most of the senior decision makers, the political advisers, the minister, the system executive, and in many situations also the union/s.
While accepting small ‘p’ politics is important in all sustained organisational change with schools the facility to play the small and capital ‘P’ political game is paramount.
Accommodating ‘normalisation’ and evolution
Schooling has the immense, and growing challenge of ‘normalising’ the everyday school experience while simultaneously evolving its form to ensure the schools continue to provide an apt contemporary education, and meet their society’s rising expectations.
Much of the business literature regards normalisation as an anathema to sustained organisational change, Lewin as far back as 1947 commented on the necessity of ‘unfreezing’ the organisation. Normalisation is considered by the many of the change theorists to be a sign of failure, an indicator that the organisation had ossified and moved to a state of evolutionary equilibrium.
Those theorists reveal they don’t understand the unique nature of sustaining organisational change in schools.
Swift acceptance and ‘normalisation’ of the change by the students, staff, parents and the wider community is imperative in schooling if the core change is to succeed and be sustained over the decades. In keeping with the above mentioned factors the change needs to be perceived to be successful, and accepted by the electorate for it to have any hope of being sustained as governments and senior executive come and go.
That normalisation needs to be astutely engineered, with the electorate, as well as the staff, students and particularly the parents being educated on the merits of the core change.
But in so doing the community needs also to understand that in a time of accelerating digital evolution and organisational transformation ‘normalisation’ should be viewed as a continually evolving – not static – concept, a phenomenon where the ‘old normal’ is regularly replaced by the ‘new normal’. This is particularly apparent in the daily use of rapidly evolving digital technologies where the old ways are continually being superseded by the new, without a moment’s thought. It is however apparent in near every facet of life, work and learning where what was normal ten years ago has been supplanted.
This iterative normalisation is particularly important to the evolution of schooling, where a host of often seemingly small enhancements can combine to ensure apt adjustments are made for the evolving context; refinements readily accepted by the students, staff, electorate and government.
We’ve identified six attributes that set schooling apart for other sustained organisational change. There might well be others.
The point remains schools are unique organisations.
That uniqueness needs to be better recognised in shaping the strategies to sustain core school and system wide organisational change, and when appropriate to build upon and revitalise the core change.
While schooling should draw upon the general thinking and research on general organisational change it is imperative the decision makers contextualise their thinking and appreciate schooling is unique.
The art of sustaining, and building upon core organisational change is very different to that of making the initial change.
That is something that is slowly being realised in the general organisational change literature.
It doesn’t appear to have been widely grasped in school organisational change.
Rather the focus there continues to be on the initial change, the innovation, with seemingly little thought given to the practicalities of sustaining and growing the change for decades thereafter.
The history of core school change worldwide, of school innovation is characterised by the failure to sustain and grow the change. Only a small portion of the changes of the last fifty years have been sustained, let alone built upon.
Organisationally schools, aside from some notable exceptions, haven’t as indicated in an earlier post (Lee and Broadie, 2019), fundamentally changed in the last century. Most schools remain site based, linear, hierarchical, paper based constructs, still characterised by Industrial Age thinking, structures and processes.
Part of that shortcoming likely lies in schooling’s failure to successfully sustain, and grow well-conceived, well implemented change. While very aware of the many constraints on, and daily threats to core organisational change and the paucity of the implementation with much change the failure to sustain apt change lies with the decision makers, and often the inability of generations of decision makers, to nurture, sustain and evolve the initial change.
Despite the hype, and vast outlays of monies and effort most change hasn’t lasted more than a decade or two, with much not lasting beyond the change of head, or government. In Australia for example, as likely elsewhere, virtually all the structural innovation of the 1960s and 1970s has disappeared, with most schools regressing to their traditional form.
The marked propensity in the general organisational change literature has like schooling been to focus on the initial change, and to assume the change will naturally be sustained. As Buchanan and his colleagues (2005) note it is only in the last couple of decades has greater attention been accorded the sustaining and growing of the change, and the distinctiveness of that facet of the change process.
One will struggle to find in the school change literature any reference to the art of sustaining organisational or cultural change. The challenge of sustaining the change twenty, thirty years will seldom be mentioned. Likely part of that shortcoming lies in the lack of successful, long term case studies to study.
That shortcoming is seemingly perpetuated on the ground, with generation after generation of change architects concentrating on the introduction, its initial implementation and its promotion. The funding of the change has been invariably short-term, only rarely with monies allocated for the long-term.
There is an all – pervasive sense that once the change has been made the organisation can move on to the next project.
History underscores the danger of that thinking, it likely guaranteeing failure.
In researching The Creation, Sustaining and Revitalisation of the ACT Secondary College Model (Lee, 2019), a core system change that has been sustained forty plus years, it soon became apparent that after several decades the executive with operational responsibility for the change had little understanding of, or interest in its origins or the philosophical underpinnings of the original innovation. Rather the focus was on the enhancement of the now and the immediate future, done without regard to why the initial change could have been made, why the model had been sustained or why it was, after decades of use, still strong enough to build upon.
There was no sense of history, or desire to draw upon a successful heritage in shaping the future.
At a time, globally where accelerating organisational evolution and transformation is the norm, where increasing use is made of generalist senior executive, staff turn-over is high, corporate memory is often lacking and the analysis of current data is all pervasive it is ever more important for schools and systems to couple the current data with a historical analysis and understanding, and ensure future enhancement is consonant with the principles that underpinned the original change.
It is time to reduce the time, effort and monies wasted, and the inordinate disruption caused by ineffectual short-term change that has little or no ties with the initial core change.
That entails better understanding the total scene, the past, the now and the desired future.
It moreover obliges decision makers consider the distinct nature of sustained organisational change in schools. While there are many elements common to sustaining and building upon the core organisational change in business and other public sector organisations the signs point strongly, as we discuss in our next post to schooling having to work with a suite of the unique givens.
The understanding those givens can only be gained through historical analysis, the history of the original change, the context, aspirations, shaping philosophy, guiding principles and ascertaining why the initial change had been accepted and normalised, or why the change was never embraced. It requires understanding why the change has lasted, and ascertaining if it has the strength to be built upon and given an extra lease of life.
Importantly only historical analysis can, as Suddaby and Foster (2017) and his colleagues have recently observed identify the key long term and emerging trends, in and outside the school and system, the challenges that emerge from those trends and the lessons to be learned. Data analysis alone can’t at this stage provide that insight.
While still early days and appreciating much more research is needed there is already a suite of lessons school organisational change designers can draw upon, lessons that have emerged out of the inordinate number of failures and the rare successes.
Most core school, and system organisational change will not be sustained. Despite the daily hype, and claims about the ease of change it is immensely difficult to achieve and sustain.
Very few schools or systems globally have sustained most core organisational change more than thirty years, and successfully revitalised that change.
Most core system wide innovation will likely regress to a state of evolutionary equilibrium, and gradually disappear. Likely the pace of regression will accelerate as memory in the executive of the guiding principles wane, and decisions are made that slowly but surely weaken the thrust of the initial core change.
Sustained long term organisational change must continually grow, be nurtured, refreshed, attuned to the changing context, and periodically be significantly revitalised.
Mistakes will be made. Ineffectual change leaders will be appointed. Poor strategic decisions will be taken. Politicians will meddle. Some mistakes will be fatal, others addressed rapidly will become part of the learning in a long journey. In brief organisational construct change is an immensely challenging, complex, multi-dimensional exercise that is in practise very difficult to pull off. It needs the best people to succeed, not just anyone.
The signs are that the hardest and most expensive part in successful sustained change is getting the start right. Get every facet of the totality right and accepted, and the indications are that the sustaining, and even the periodic refreshment can be done readily and relatively inexpensively.
Successful sustained change will move through a series of stages, from the initial start- up, to normalisation, maturation and refinement, and in some instances to revitalisation and further maturation and enrichment.
The one organisational change seemingly readily accepted and sustained globally has been the move to add another year or two of schooling. In most instances the move hasn’t dramatically changed the nature of the schooling.
Sustained change requires it be normalised and accepted electorally, with the signs suggesting that must be achieved within the first year or two.
Allied is the likely reality that the teachers must embrace the change and the guiding principles from the outset, and naturally pass that acceptance orally from one generation of teachers to the next if the change is to be normalised and sustained.
The key attributes of, and the challenges with each phase will likely be remarkably common globally, with the factors underpinning the sustaining of the change and its revitalisation being markedly different to most in the initial phase.
The research undertaken on the near universal failure of schools globally to move from a paper to digital organisational construct, and the historical analysis of the ACT secondary college (Lee, 2019) provides an important insight into what those factors likely are, but other case studies will be needed to hone the thinking.
The most important insight historical analysis provides is that changing the core organisational structures of schools is damn hard.
It is immensely difficult within individual schools.
It is even harder at the with a system.
It is likely appreciably more difficult to sustain that change and do so over the decades.
The challenge of sustaining while simultaneously also evolving the organisational change is an art few have clearly mastered.
It is a markedly different art to that of making the initial change.
While the theory is important the sustaining, and the opportune revitalisation of the core change is an art that requires a macro understanding of whole school change and a recognition that this very much a political exercise. Sometimes it is small p political, but in mostly it is likely capital p political.
Ultimately it is about orchestrating electoral acceptability, governments winning and retaining office and the executive decision makers securing personal ‘wins’; an imperative rarely mentioned in the school or even the general change literature.
Buchanan, D, Fitzgerald, L, Ketley, D, Gollop, R, Jones, J.L, Lamont, S.S, Neath, A, and Whitby, E. (2005) International Journal of Management Reviews. Vol. 7, Issue 3. 2005
This historical analysis examines the creation, sustaining and the challenges facing the revitalisation of the Australian Capital Territory’s government secondary colleges and its unique, college based Year 12 assessment system.
It is a read for all interested in sustaining school change, and those wanting to revitalise the ACT’s government colleges.
It examines why this core system wide school organisational change could have been made, and why the model could have been sustained forty plus years, when globally virtually all the other school innovation of the 1960s and 1970s has long disappeared.
It asks why the ACT secondary college model has been so successfully normalised as part of growing up in Canberra, why it has been universally accepted by the electorate and why decades after its inception the model still has the strength to be built upon, and readied for the decades ahead.
The analysis provides the ACT education community – the students, teachers, parents, the tens of thousands of graduates, the college leadership, the administrators, Government and the tertiary educators – an insight into the model’s educational vision, its guiding principles, key attributes and culture, and a base from which to discuss the attuning needed for the contemporary world.
The analysis moreover provides educators and researchers globally an important insight into the largely unexplored art of sustaining, and revitalising core system wide organisational change.
The ACT college model remains globally one of the few core school organisational changes that has survived the change of head, the change of government and forty plus years on seemingly has as strong a learning culture as when the colleges first opened in 1976.
What is it that has enabled the ACT change to continue to grow, and now tackle significant revitalisation when near all the other major innovations made in Australia in the mid 1960s and 1970s – and indeed in later decades – have long disappeared?