Less Happy, More Energy

I attended a learning event this week where we heard Kara Allen, Chief Impact Officer of the San Antonio Spurs. She spoke about her work in the building the culture of the Spurs Organization. She shared, “Perhaps we should stop pursuing happy cultures and start pursuing energized ones.” This resonated with me as we work through leading change in public education.

I am reminded of a large change I was a part of as an an intermediate school principal in shifting our instructional approach from one of teacher-centered to learner centered where students were at the forefront of lesson design. Leading the shift for a large staff, alongside a team of early adopters and like minded thinkers, was hard, challenging, inspiring, and deeply purposeful because the needs for a change were evident. Office referrals were high, student engagement was beginning to wane, and collectively student achievement needed a close and renewed focus. Priming the culture for this shift required a shift in our belief system. Did we all believe these children were capable of setting goals and having a voice in their learning? Did we believe they deserved to have voice and choice in how they learn? Shifting beliefs meant we had to get honest about the work of teaching many of us had done for years and perhaps recognize our teaching could have better effects on learning with a shift in our mindset. We also had to address our own beliefs about our capabilities of leading and making this shift for our students. Do I believe I have the ability and learning to do so? Do I want to be a part of this work? What if it means I have to change who I am as a skilled teacher for many years?

This change elicited fear and rocked the core of complacency we had settled into about doing things the same way because it’s the way it’s always been done. You know the idea that “If it ain’t totally broke, why spend so much time trying to fix it?” This phrase has always irked me because I think students have always deserved leaders and educators who are looking ahead to the ensure “school” does all it can to prepare students for their tomorrow, not just the one we think we understand.

Throughout this shift, I can honestly say I had to shift my focus from being concerned about the happiness of those I served and more focused on their energy- their drive, their passions, their learning, and their growth. When we are learning and shifting, sometimes we are not “happy” or comfortable. We are in the messy process of change which can include grief, anger, frustration, conviction, and doubt. But through the process of changing comes an energy you cannot contain. An energy that says, “I am willing to live in the uncomfortable if it means I am becoming better for those I serve.”

I cannot think of anything that makes me happier than being a part of culture that relentlessly pursues growth for themselves and their peers. Perhaps the real conversation is redefining happiness…