Society will expect, possibly unwittingly, the natural evolution and transformation evidenced in daily life and near ever organisation to be mirrored in its schools.
It will moreover expect the lessons learned from the COVID experience also to be taken on board.
In the last two years the transformative impact of these two developments has seen the popularisation, and global embrace of the term, the ‘new normal’. It has come to mean
a previously unfamiliar or atypical situation that has become standard, usual, or expected (OED)
It particularly pertains to the new ways of doing things society expects to be an everyday facet of life, work, and learning.
While in some senses a redundant expression, in that the societal norm automatically evolves as society changes, the problem is that the term ‘normal’ has become synonymous with a sense of conformity, constancy and a lack of deviation from the established ways.
The desire would appear to be to use a term that better communicates the speed with which some societal norms are evolving. Particularly apparent during the pandemic were the many situations where what was ‘normal’ at the beginning of the year had been superseded by a ‘new normal’ six months later.
Leaving aside the semantics the crucial point for teachers and heads to recognise is that inherent in the transition of schooling is the expectation that schools will continually accommodate the ‘new normals’.
While much of the accommodation has been, and will likely continue to be, relatively easy there has been, and always will be a set of issues, trends, and developments that will challenge the accepted ways and ask hard questions.
As the digital disruption accelerates, widens, and becomes that much more transformative so schools will likely be expected, implicitly and explicitly, to address evermore of the hard questions. Fountain pens, immersion in a library of old books, pull down blackboards, teachers ability to control the flow of information and being free to teach as one wishes behind the closed classroom door, no matter how treasured the ways of a digital and networked world are no longer.
There might be well be good educational reasons for choosing to stay with the traditional ways that the parent community will accept.
There might equally be reasons that appear sound to heads and staff that the students and parents don’t believe mirror the thinking and ways of today’s world.
Heads are going, likely increasingly, and forever on, to have make some difficult calls and lead.
Ideally schools, like businesses, should be ready to naturally accommodate the evolving new normals. The thinking, the culture, the processes, the staff, the curriculum, the school community should be attuned to providing the desired constancy while simultaneously continually providing a contemporary education.
It is likely however most schools today are still attuned to a world of constancy, continuity, and conformity, ill prepared to handle rapid, uncertain, potentially transformative change.
Many, possibly most, principals and schools still likely see the pandemic as a temporary irritation that once over will allow them to return to their ‘normal ways’.
What is thinking in your school?
Businesses wanting to thrive within the ever evolving world have long chartered changing client expectations with highly sophisticated tools.
Most schools have likely not followed that path. Indeed, experience as a head and educational administrator suggests that many loath the idea that students and parents are clients, whose expectations must be heard. Rather they, and often government, remain strongly of the belief that only they have the expertise and understanding to decide what is appropriate for the students.
The past 25 plus years suggests that mindset can accommodate the less disruptive of the new normals.
How well a top down leadership approach can accommodate the more challenging new normals described in the next post is moot.
In an increasingly socially networked world, where the digital mindset is so pervasive, organisational transformation is accelerating and where trust, agency, collaboration, working in teams and being highly agile and flexible is increasingly important unilateral control from on high might well be ineffectual, and indeed unacceptable to most staff, students, and parents.
The latter is very much the view coming out of the research with those digitally mature corporations that have successfully accommodated both the digital evolution and COVID (Deloitte, 2017, (Kane, et.al, 2016), (Kane, et al, 2017). It reinforces the imperative of the chief executive officer distributing control and responsibility and giving the professionals the agency to assist shape the desired ever evolving digital ecosystem.
That distribution of agency is crucial to readying schools to naturally accommodate the new normals.
- Deloitte (2017) Rewriting the Rules of the Digital Age: Deloitte Global Human Capital Trends Deloitte University Press – https://www2.deloitte.com/au/en/pages/human-capital/articles/global-human-capital-trends-2017.html
- Kane, G.C, Palmer, D, Phillips, A.N, Kiron, D, Buckley, N (2016) Aligning the Organisation for its Digital Future. MIT Sloan Management Review, July 2016, Massachusetts MIT SMR/Deloitte University Press – http://sloanreview.mit.edu/projects/aligning-for-digital-future/
- Kane, G.C, Palmer, D, Nguyen Phillips, A, Kiron. D and Buckley, N (2017) ‘Achieving Digital Maturity’. Deloitte Insights July 13 2017 – https://www2.deloitte.com/insights/us/en/focus/digital-maturity/digital-mindset-mit-smr-report.html?id=us:2el:3es:4di_gl:5eng:6di