In a recent post, “Creating a Progress Culture One Pilot at a Time,” I identified four reasons to support piloting ideas and programs in schools. In this post I will expand on the fourth of those ideas:
- “Supporting pilots creates opportunities for the school community to see the efficacy of the school’s direction. We need chances to demonstrate success in the specific context of our school. Just having examples from other schools is not enough. Just speaking in the abstract has an even shorter lifespan.”
Particularly when the direction a school has chosen may seem abstract, piloting programs can help a community develop a definition of the components of the plan and a vocabulary to describe those components. It may not be overstatement to assert that, without such early artifacts of the strategy, getting people to commit to the bigger picture of progress may be impossible.
During the early stages of any significant initiative, communities vacillate between arguing that the progress the school seeks is not really progress at all (but rather only the latest sound and fury representing nothing) or that it is a dangerous veering from core aspects of the school’s mission, tradition, and identity. A school needs stories to counter these equally inaccurate ideas of the steps the school is taking and the purposefulness of them. Piloting courses and programs can be the basis for that effort by creating institutional campfire stories.
Pilot courses and programs allow for some students and teachers to benefit first hand, but importantly, if the story is told well, they also allow the larger school community to share vicariously in success. In this way the school begins to build what is new into the school identity, and at this point the legacy of the strategy begins to set-up on firmer and firmer ground.