Play Jazz, Not Classical
I remember my school leader training many years ago. The principal-presenter shared this message with us at the conclusion of his inspiring presentation. He said, “Play jazz, not classical.” Little did I know that those four words would guide me throughout my years as a principal.
What did play jazz mean? I believe it gave me permission to improvise, to be spontaneous, to take risks. As a school leader, I needed to build relationships, to value people for their strengths as well as their challenges, to greet each day as an opportunity to make a difference, and to continuously improve. It meant trusting our staff to be their best as they worked collaboratively to make our school work so our students could thrive. And just as jazz musicians have moments in a performance to solo, to improvise and create their own unique sounds and rhythms spontaneously, we needed to give our staff and students opportunities to shine, to share, and to be recognized for the work they do.
Classical music, on the other hand, is structured and follows a written score. Each member of the orchestra must know their part and how they fit into the whole performance; there is no deviation from the musical score. If I were to describe classical school leaders, I would say that they focus more on compliance and fidelity, on ensuring that every teacher is implementing the agreed-upon curriculum, and on enforcing guidelines for assignments and assessments.
As I embarked on my school leader journey, I worried that there might be a disconnect between what I believed school could be and what was expected of me. I was aware that generally our school systems had changed very little since the Industrial Age, with neat rows of students and the teacher in front of the classroom. Teachers followed a curriculum based on grade level or course requirements, and students completed assignments and met expectations in order to move on to the next level. Most schools are structured like classical music. I wanted to play jazz. How could I best straddle the fine line between what school could be and what was expected of me as part of a statewide education system?
I searched for answers. I listened to other principals at meetings and training sessions. I read articles and books. I became more comfortable straddling the line between classical and jazz. A game-changer for me was when our school librarian showed me the power of on-line connections via Twitter. Reading other Tweets, joining on-line community discussions, and sharing my concerns and questions–and receiving suggestions from other school leaders–gave me confidence, knowing that I was not alone in my vision for our school. I joined a Google community for education leaders, began reading educator blogs, and I learned to walk a fine line between following required mandates while being flexible and honoring our school’s vision. Our teachers and students thrived in this joyful, collaborative environment focused on deeper learning. Students, teachers, and parents embraced project-based learning, and they were truly making a difference in their community. As a military-impacted school which served students from schools across the nation and the world, it was gratifying when parents shared how proud their children were to share their learning. “All schools should teach this way,” was a common theme in their parent surveys.
And then I retired, and the world changed. It’s hard for me to fathom the changes that have taken place in our world. In those six short years, we experienced a worldwide pandemic, Zoom became a household word, natural disasters and climate change continued to cause havoc in our world, and artificial intelligence burst into our lives, enabling a computer or robot to perform tasks that, in the past, were reserved for humans.
Today, our world has become increasingly divisive, and schools are confronted with challenges such as the banning of books and curriculum content, an increase in school violence, and addressing gender equity issues. This has resulted in concerns about student and staff mental health and well-being. At the same time, schools are dealing with teacher burnout, teacher shortages and the lack of adequate compensation for the increased workload teachers are experiencing. Some of these issues were already brewing pre-pandemic, but they seem to have magnified in the last few years.
I believe strongly that professional learning needs to be tailored to support teachers as they navigate these challenging times. We can introduce teachers to resources that are accessible, free, and available as professional learning tools. I read blogs and articles, listen to podcasts, and engage on social media. Perspectives from different educators have given me new insight into how schools or districts make learning meaningful for students. Additionally, as a host for “Elevating Teacher Voice” in the What School Could Be community, I have had the opportunity to invite guest bloggers to share their writing and to engage in discussions afterwards. Earlier this year, Jennifer D. Klein was a guest on our virtual event, and she shared her writing piece, Manifesto on a Life in Education: A Call to the Next Generation of Educators. Although I had already read this blog ahead of time, hearing Jennifer read it aloud was powerful and emotional. The conversation afterwards was rich, and I left the session grateful for the opportunity to be a part of the discussion with Jennifer. These “Elevating Teacher Voice” guest writers share powerful blogs and I gain new perspectives on education, whether I am actively engaged or quietly listening and reflecting. For the writers, it is an opportunity to receive feedback, to answer questions, to clarify their thinking, and to hear from others about the impact of their writing. For the listeners, it is an opportunity to reflect on what was heard, to ask questions, to add to the conversation, and to come away with new ideas.
Back in 2018, just as I was getting ready to retire, I read Ted Dintersmith’s book, What School Could Be. His retelling of his journey across America to visit two hundred schools in all fifty states gave me hope that maybe, finally, we could reimagine education as one that engages students, encourages them to be problem-seekers and problem-solvers, and gives them the tools to be self-directed critical thinkers who can make a difference in this world. Ted visited our state last, and here’s what he wrote: “I visited one spectacular school after another all across Hawai`i. They were all types (public, private, and charter), with kids of all backgrounds, achieving impressive results in all sorts of ways.” He added, “These visits were like watching the finale of the Fourth of July fireworks celebration–one spectacular burst of innovation after another.” Reading this book made me realize that many schools across our nation are already playing jazz, not classical. We don’t often hear about those schools, but it gave me hope for the future of education for our children.
Those of us who believe that education can be the key to creating a better world in the future will continue to do this work. Let’s invite and encourage more people to join the jazz band!
Jan Iwase retired after 45 years as a teacher and a principal in Hawai`i. In retirement, she has written two books, “Leading with Aloha: From the Pineapple Fields to the Principal’s Office” and “Educating with Aloha: Reflections from the Heart on Teaching and Learning.” Jan is the host of “Elevating Teacher Voice” on the What School Could Be community.