Disruptive Innovation.

As we approach the end of the school year for our students, I can’t but reflect on a phrase recently brought to my attention by my PLN #leadupchat: “if it ain’t broke, break it.”

Listen once more: “If it ain’t broke, break it.”

There is power in this statement dear readers.

In education, with the present systems set in place, it can be overwhelming and disheartening to accept the amount of imageschange which must occur in order to ensure our students are provided with high-quality learning environments. Yet, it can also be encouraging and exhilarating to know that we continuously improve for them, so as to ensure they are prepared for the unknown. I don’t know about you, but I remind myself daily to accept the outlook of the latter instead of former here.

Our profession, or field entirely, has several items which may not be considered “broken,” but that doesn’t mean they shouldn’t be “fixed.” Being compliant is easy as it requires less energy. But does that mean it is right? Choosing not to question areas which need improvement, even if they aren’t “entirely” broken to the majority means choosing to accept what is instead of what could be for our students (and colleagues.)

Change can be encouraging and exhilarating once we recognize such can, and needs to occur.

Therefore, when considering the aforementioned phrase of “if it ain’t broke, break it,” I reflect on the end of the year. What processes, programs, systems are in place that don’t inspire our students to be life-long learners? And how can I change such?

I leave you, dear readers, with the final questions which I hope that you reflect upon as we approach the end of the year:

1. What are you doing to ensure that disruptive, purposeful innovation is occurring for your students?

2. There can be fear of the unknown; that being so, is such holding you back from trying a pedagogical technique or assuming a leadership role that could “disrupt” the status quo, and only better your students in the long run? If so, how can you overcome such?



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