(by Amber Dembowski)
My friend’s daughter, Zoey, just finished up culinary school and started her first job. We were all extremely excited for her! The up-scale restaurant who served hundreds of people each and every day sent her to their premier and highly revered training. Her training went something like this:
Zoey was dropped off in a remote, wild location with minimal supplies—just a knife, a pot, and a small selection of basic ingredients like salt and oil. She was then told to create gourmet meals using only what she can forage, hunt, or fish from her surroundings. She had to also build her own cooking equipment, like makeshift grills, fire pits, or even primitive ovens from stones and clay.
She knew going in that the meals she prepared for their customers would be reviewed, and the rankings of the restaurant would be dependent on the quality and quantity of strong reviews.
When Zoey was first made aware of this training, she looked at the manager in bewilderment, letting him know that she wasn’t prepared with this type of culinary skill. The manager told her that this extreme approach pushes the boundaries of traditional culinary training, that he trusted her professional judgements, and that he believed in her abilities – giving her a reassuring pat on the back.
In the end, Zoey did an amazing job and will now be featured in People magazine and interviewed on Good Morning, America – because she’s just that kind of girl. She gets things done. What an accomplishment! We’re all so proud.
Okay, in all seriousness, this didn’t happen. It sounds more like a reality TV show. And I don’t even have a friend with a daughter named Zoey. But this outlandish approach isn't that unorthodox for educators.
Introducing, Survivor: Teacher Edition
Here’s how it could work:
Teachers are put through a series of bizarre and intense challenges. Each episode focuses on different aspects of teaching, but with an absurd twist. The goal is to push the teachers out of their comfort zones, forcing them to think creatively and adapt quickly.
Oh wait. We already do this. The only difference is, there isn’t a winner that is crowned "The Ultimate Teacher," gaining fame, glory, and a cash prize to fund an educational project of their choice.
Quite frankly, in the field of education, we are, more often than not, put in situations where no one knows up from down, and we feel disoriented. Including those leading the school.
When everyone’s swirling in a sea of darkness, it can be hard to know how to navigate and lead everyone through it.
In the ever-evolving world of education, it’s common for school districts to adopt new systems, procedures, expectations and curriculum, trying to keep up with the ever-changing needs, technology, and research. And all of this is generally met with limited time and funds to adequately prepare and train the teachers and school leaders who are implementing it.
Over time, everyone becomes an expert – but prior to that, when the engines begin to roar and it’s time for take-off, most educators are flying the plane, while they’re building it.
Imagine boarding a flight where the captain says, "Buckle up, folks! We’ve just installed half the wings, and don’t worry, the engine’s on its way. We’re going to figure it out mid-air!"
Sure, it sounds adventurous, but in reality, no one wants to be the passenger in this metaphor. At its core, it's a blend of reckless optimism and pure panic—a magical combination that somehow produces results, just not without a few heart attacks along the way.
Recently some principal friends reached out, expressing this very feeling, so I leaned into Ross Greene’s Collaborative Problem Solving approach to help them navigate the situation and the stress of it all. Because when you’re the one in charge, and you don’t have any answers, the best route to take is a collaborative one.
Greene’s Collaborative Problem Solving method was developed during his work with children who exhibit challenging behaviors. But it has evolved into an approach that can be used in multiple situations and with various people. He later updated CPS to mean Collaborative & Proactive Solutions.
Greene’s method is based on the premise that everyone wants to succeed. And the CPS model is rooted in empathy, defining the problem, and inviting others to collectively brainstorm solutions.
So, let’s dive in, and figure out how to build the rest of your wings.
Actionable Steps for School Leaders Who Don’t Have Any Answers
School leaders can play a crucial role in implementing the CPS approach to transform their meetings with teachers and improve the overall school environment, especially when everyone feels lost, and you don't have any answers.
Here are actionable strategies you can implement to shift the focus from the compliance of just doing-it or getting-it-done, to collaboratively addressing the challenges that the teachers are facing in the classroom. Trying, and wanting, to get-it-done right.
Begin meetings by acknowledging the shared goal of student success and invite teachers to share the challenges they are encountering with whatever is new and unfolding at your school or district. This creates an atmosphere of mutual respect and partnership.
Establish norms for meetings that prioritize respect, active listening, and constructive feedback. Ensure that all voices are heard by encouraging quieter teachers to share their thoughts and by validating the contributions of all participants.
Start by listening empathetically to teachers' concerns without judgment. Then, clearly define the problem from both the teacher's and the school's perspectives. Finally, brainstorm solutions together, ensuring that the final plan addresses both parties' concerns.
Schedule follow-up meetings to review the outcomes of the solutions agreed upon. Ask teachers for feedback on what worked and what didn’t, and collaboratively discuss any further adjustments needed.
Create peer support groups or pair teachers in mentoring relationships. Encourage teachers to share their successes and challenges.
Use surveys, feedback forms, and informal conversations to gather data on the effectiveness of the generated ideas collected. Highlight and celebrate improvements in meetings, creating a positive reinforcement loop that encourages continued use of the agreed approaches.
By integrating the Collaborative Problem Solving approach into your leadership practices, you can transform your meetings with teachers into productive, solution-oriented sessions that not only address immediate issues but also build the long-term capacity of teachers to manage challenges effectively. Hence, you don’t need to know all the answers.
This shift in approach can lead to a more positive school environment (avoiding the reality TV version that it could be), and ultimately, improved outcomes for students, and you can begin to repeatedly state the mantra, “I don’t have the answers, but we’ll figure it out together.”
You've got this! You may feel clueless. You may have limited resources. You may be building the plane while you're flying it. But I believe in you. And collectively, with your teachers, you'll create a system of greatness, which will translate to an incredible culture everyone will want to be a part of.
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