Most the time we consider ONE an isolated number. Isolation Island is not a fun, nor an effective place to be. Not in education, that is! One cannot make great things happen alone…it is unfair to the student(s) and the educator. However, ONE is a dynamic number when we’re talking about a team…or even a school. Uno, isa, dua, taha, ngicce-q, een, um, ëk, wa’, or d’aya…. they all mean ONE no matter what tongue speaks the word. Great leaders know the impact teams have when operating from the “power of ONE.” Now, don’t get me wrong! I do not mean they operate like a cookie factory where everyone does the same thing simultaneously. I simply mean that teams have unified goals, objectives, visions, and the ability to come together to make things happen. Students deserve teachers and administrators who are willing to work together and make decisions collectively for the betterment of all those they serve. In fact, all systems should be operating from the “power of ONE.” If a school wants to ensure their campus goals are met, they also need to make sure they have a one-way vision that is so visible and audible to all stakeholders, including parents and the community. All those who influence student achievement in any way should be walking the same path in a unified direction. This means they need to have leaders providing direction, encouragement, and the drive needed to keep the path moving forward. Schools need to have a respectful fear of the “power of ONE.” Without taking this power stance, a school can rapidly lose momentum and fail.
Last night I was reading an article on from Education Leadership (EL) magazine published by ASCD. By the way, if you do not subscribe to this magazine, you are missing out on a lot of awesome PD through intriguing monthly articles. Great stuff!!! The article I read, How Japan Supports Novice Teachers, discussed a Japanese system that lines up with my thoughts on the “power of ONE.” In 2006, “only 1.35 percent of first-year teachers in Japan left the profession” (Ahn, 2014, para 3). Not to my surprise or probably even yours, the “power of ONE” does not work for our novice colleagues in America. Ummmm…the United States loses about one-third of our new teachers sometime during their first three years in the profession. By year five, the percentage increases to nearly one-half (Ahn, 2014). The article describes a room called shokuin shitsu (do not try to say that ten times fast because it will not sound good…believe me…I tried). This shared space is an area where teachers and administrators hang out anytime they are not in the classroom. The goal of the shokuin shitsu is support. Inside this “educator only” space, teachers collaborate and work side-by-side before school, after school, during off periods, and at lunch. Novice teachers get help with planning, calling parents, or simply gaining support or encouragement. So, is this type of “power of ONE” the answer for teacher retention in the U.S.? Maybe! Maybe Not! It definitely couldn’t hurt! It fares better than the systems I’ve witnessed in my years as an educator. Even if we did half as much (myself included), we would most likely see a sharp decline in teachers leaving the classrooms.
The shokuin shitsu may be a bit too much for us to implement as our systems and mindsets are not ready to support it. I share this story not to start this Japanese practice at my school but to show the powerful force found in unified organizations.
If you, your team, or your school is not operating from a ONE stance, then you need to reevaluate yourself or the systems in place at your school. Before going back to school this fall, reflect on ONEness (my word of the day). Remember, the “power of ONE” can certainly begin with you!