My rookie assignment was to help lead the charge to "revolutionize learning for all students" in an extremely high performing school district.
It was August 2010 and I had just accepted the role of Assistant Superintendent of Curriculum & Instruction. As a former teacher, assistant principal and site principal, I had experienced great success improving student learning experiences at many levels but never before with the same level of visibility or on such a large scale.
While the district had an incredible student performance track record spanning decades, the history of success was actually impeding future growth and change needed for our students. As the new Assistant Superintendent I knew that I would have to question long-standing practices and encourage people to think differently about learning.
I was nervous about the expectations that come with an "Assistant Superintendent" role and knew to successfully revolutionize learning I would have to get comfortable pushing the boundaries of my role as I was learning it. I was also worried about the public perception of some change and knew that many people were happy with the status quo.
I was hopeful about all of the undiscovered possibilities in teaching and learning. I knew that if we could successfully empower and excite our teachers to revolutionize learning, there would be support from a tremendously talented group of teachers who also saw the power of questioning past practices and importance of investigating new methodologies.
An exhausting but exhilarating three year journey that helped to change the culture of school district from a learning organization to a relearning organization - one that is willing to shed outdated assumptions and question all practices based on what is best for students. The journey is far from over and continues under new leadership.
I would approach my current tasks with a broader "what if" stance and draw in outside resources to help accelerate change.
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