Changes and those Crucial Convos

A school district or organization undergoes many changes, which can be both positive and negative, or one more than the other. Recently, I discussed with my group how to enact change on our campus after reading Dr. Thibedeaux’s website. I realized that we each have personal experiences with enacting change in our organization and how perceptions and attitudes are viewed. While our teaching experiences are similar, we live in different towns, cities, and communities across Texas. 

In our group text message, I suggested that we co-author an article reflecting on our experiences with change on our campuses, which then led to a discussion about the number of students in our districts. It was amusing when one person mentioned graduating 1,000 students each year and how one district has six high schools. In contrast, where I work, only 50-80 students graduate annually, depending on the influx of new students or those who move to other districts in the surrounding area.

Though we live in different towns across Texas, we share common experiences as teachers, including the changes on our campuses. Change is crucial to an organization’s success and operation. I’ve been greatly influenced by the 5304 organizational leadership class and how to implement my innovation plan within an organization. As we navigate organizational changes, we must focus on the common good and the ultimate goal. My group expressed feeling fortunate to work in a district where changes have been successfully made. In contrast, I had a different experience during the 2022-2023 school year.  

Our district faced the repercussions of low accountability scores, receiving a C rating for the previous school year, 2021-2022. We implemented changes essential to our campus's success. I recall 1-2 faculty members who were “Nevers” and struggled with change. One particular person consistently resisted change. I will never forget my first year on that campus, working with her. The other new teacher and I regularly inquired about the reasons behind certain practices and why they couldn’t be approached differently. Her response? “Well, that’s the way it’s always been done, and that’s how it will always be.” Although my former partner made some valid points, I respected her opinions; she never embraced fresh perspectives or considered alternatives to simplify concepts or tasks. Fast forward to the beginning of the 2022-2023 school year, and we needed to discuss changes to our campus culture.  

We implemented Capturing Kids Hearts, made shout-outs to students, created staff shout-outs, and developed data tracking charts for classrooms and students. While the majority of teachers adopted one or more of these changes, we did not achieve our goal by the end…yet. However, the “Never” remained unchanged, refusing to accept these developments or comply. Due to the ongoing failure to embrace changes, we had new teams for the following school year, 2023-2024, featuring new and eager faces. At the very end of the school year, when the scores were released, the hard work and determination paid off, as the changes from the previous year were acknowledged. Our campus achieved an 87% passing rate, and our efforts were recognized.  

At the beginning of the current school year, 2024-2025, our principal was informed by the service center that our campus was no longer under improvement status. We felt a wave of relief, and many of us were on the verge of tears. The dedication we put toward implementing changes and engaging in crucial conversations proved worth it.