Transactional vs Transformational Change
We all change in little (or big) ways every day. I’m not just talking about how our bodies are aging over time (although I certainly experience that too). No matter how much we’d like to keep our life constant and predictable, stuff happens. As teachers, we learn a new approach OR we experiment with a new technology OR a colleague gives us some helpful feedback OR an administrator announces a new initiative OR we discover one of our students is a talented artist. Every day we are bombarded with new information that leads to change.
No matter how much we want to keep the status quo, it’s always changing. But these are all examples of transactional change (step-by-step changes in our actions). Rarely do these micro-events lead to transformational change.
What is transformational change? It’s learning that leads to a shift in a world view that fosters new ways of being, thinking, relating, and acting in the world.
The new worldview uncovers and challenges our old assumptions and impacts our beliefs about our identity. Ultimately, transformation change empowers us to expand our capacity to act in a newly envisioned future (Claire Zammit, 2022).
Transformational change is the core of Joyful Inclusion. In our professional development packages and coaching support we are committed to providing information and experiences that lead to a shift in world view.
When we’re successful, we see these changes:
A Principal, previously uninformed about special education, announces to his faculty that ALL faculty and staff are responsible for learning of ALL students and establishes the systems needed for powerful collaboration.
A co-teaching team, previously competing for teaching time, co-create formative assessment measures so they can flexibly group their students for purposeful interventions and support.
A career teacher, previously impatient with Randi’s writing disability, asks if she’d like to dictate her responses.
A speech therapist, previously pulling students for one-on-one support, joins classes during cooperative learning to support a few students with articulation issues.
An instructional coach, previously focused on use of standards in lesson plans, facilitates a conversation about differentiating learning opportunities for variable needs.
Sarah, previously huddled in the back corner with a para, participates with her peers in a shared project.
A group of students, previously making fun of the awkward student with a disability, stands up for him on the playground and invites him to play.
A parent, previously passive at IEP meetings, asks questions to partner with teachers in a network of support for her child.
A special educator, previously frustrated at playing “assistant teacher,” is invited to co-create lesson plans that address learner variability.
In every one of these examples and so many more, the individuals experienced a transformational change in their view of the world and their view of their own identity that propelled them to create new possibilities for transformative action. In every case, their reignited their JOY of teaching.
Don’t we need more of this?
We have the capacity to work with 1 more district this fall. If you’re interested in learning more, or if you’d like to join the waiting list for fall 2025, schedule a complementary Possibility Call with me at a time convenient for you.
