At one point, I was a gifted education specialist. The best part of this job was working one on one with students that had incredible talents, unique perspectives, and, often but not always, a healthy dose of quirkiness. One particular student, a sixth-grader, was taking high school-level math and science courses and read textbooks for fun. He was so fascinated with quantum physics and wanted to know everything. I pulled resources from free online college courses, found scientist lectures on YouTube, and borrowed books from the public library. I did not know that content - I’m an English major who has watched some Big Bang Theory - but I did know how to find what he needed. The thing that struck me though was that he always thought I knew the answers. He assumed that because I was providing these things for him, I was an expert. Time and time again I said, “I’m not sure. Let’s figure that out together.” Or “Great question!” As a result, I now know enough about quarks, quasars, and supermassive black holes to be slightly dangerous in a hot round of Trivial Pursuit.
I think it’s common that we believe a person in charge has more answers than they might. Often times as an administrator, when I would ask teachers how they thought we should solve a problem they assumed I had an answer in mind when I was truly looking for their collaboration and their input. I’ve seen people in charge make mistakes because they are trying to uphold that ideal of having the answers. When you live in that space it can be hard to admit when you’re wrong or don’t know.
In teaching, we are expected to have expertise in educational philosophy, strategies, and content knowledge, and to follow student questions, to admit when we don’t know something, and to share when we learn something that changes our thinking. Ultimately, we should authentically model the learning process and empower students to be okay with not knowing but knowing how to find the answer.
I’d argue that the same is true in administration. There’s a lot of power in administrators saying, “I’m not sure. Let’s figure that out together.” Administrators bring expertise in leading to the table, but the best problem solvers in leadership have a lot in common with the best teachers - they allow room for inquiry and collaboration. They seek the best answers, not just answers. They empower others. They may not know, but they know how to find what is needed.
Lately, it seems like there are lots of quantum physics-sized problems to solve in education. If we approach them honestly and collaboratively as teachers and administration, we stand a better chance of finding the best answers.
I think it’s common that we believe a person in charge has more answers than they might. Often times as an administrator, when I would ask teachers how they thought we should solve a problem they assumed I had an answer in mind when I was truly looking for their collaboration and their input. I’ve seen people in charge make mistakes because they are trying to uphold that ideal of having the answers. When you live in that space it can be hard to admit when you’re wrong or don’t know.
In teaching, we are expected to have expertise in educational philosophy, strategies, and content knowledge, and to follow student questions, to admit when we don’t know something, and to share when we learn something that changes our thinking. Ultimately, we should authentically model the learning process and empower students to be okay with not knowing but knowing how to find the answer.
I’d argue that the same is true in administration. There’s a lot of power in administrators saying, “I’m not sure. Let’s figure that out together.” Administrators bring expertise in leading to the table, but the best problem solvers in leadership have a lot in common with the best teachers - they allow room for inquiry and collaboration. They seek the best answers, not just answers. They empower others. They may not know, but they know how to find what is needed.
Lately, it seems like there are lots of quantum physics-sized problems to solve in education. If we approach them honestly and collaboratively as teachers and administration, we stand a better chance of finding the best answers.