Innovation Dilemma

       For a while now, innovation has been the latest buzzword in education. At least, I think it has been. The words seems to come more quickly now, especially on social media, so it can be hard to keep up. That leads to an inevitable question: How do we encourage more innovation in schools?
       My using the term "buzzword" suggests a dismissive attitude, and perhaps there is a tinge of that, mainly because I fear I've developed a bit of the long-time educator's skepticism about the latest and currently shiniest silver bullet. But in reality, as anyone familiar with my thinking knows, I'm not dismissive of it at all. We need to become more innovative in schools. Or, perhaps better stated, all our approaches to school need to become more innovative. I hope that an ongoing theme of this blog portrays that sense. What I'm musing on in this process post, is the how and why this has been so hard. Doing so tests my empathy, because I'm someone who loves regular change and would love to see it occur faster.
       Part of the problem is the word innovate itself, and the issues compound when it becomes a buzzword. The literal definition is simple enough: "something new or different introduced." But it connotes something grander, something vast and earth-shaking. We talk about paradigm shifts and denting the universe, with Steve Jobs held up as the exemplar. Sometimes it can feel as if someone is expected to come up with the iPhone of pedagogy. While I clearly exaggerate for effect, I imagine the constant calls for innovation can be intimidating.
       To complicate, often these cries for innovation (and all that they imply) often call for it to occur while so many of the same sort of frameworks remain intact. Curriculum, schedules, classrooms, measurements--unless these things change in a systemic fashion, I'm not sure much real innovation occurs in wider, more meaningful ways. It's all entwined. The larger culture has certain expectations and beliefs about education, largely rooted in past practices. Plus, in schools truly busting up those schema, it can ultimately exhausting. In a recent conversation with someone at a school where many new and interesting things are going on, he talked about people feeling "initiation fatigue." Education is draining work, as is innovating.
       Yet this innovation is work that has to happen. Thoughtful people who've been paying attention know that. So the question remains: How do we get there? Can we resolve the dilemma? I think part of the solution lies in how we exercise our leadership. Primarily in the language we use and our expectations. Ironically, given what I've laid out above (and there could have been more), if we want more innovation, perhaps we should stop using that word, at least with those moving more slowly.
       I often talk about trying to do at least a bit better each day. Rather than talk about innovation, which has such vast implications, perhaps that is the way to think and about--and suggest--moving forward. People can try something new, sometimes out of desire, sometimes out of necessity. It might work; it might not. When it does, celebrates victories great and small. When it doesn't, rather than reject immediately, reflect and consider amendments and/or alternatives. Then try another new thing.
       Eventually, flywheel effect kicks in. (Or you might think of the virtuous cycle.) That wheel starts spinning, the momentum builds, it begins to propel itself, and then more enduring and meaningful change happens. In fact, it's how real innovation actually happens.