Do you ever get the uncomfortable feeling that we “say” we’re building the capacity of all educators in the organization but deep down we know that’s not true? We make well intended attempts to do this but they often fall short of the goal. Then we inevitably use the time and money excuse to explain the issues. What’s even worse is that we expect stakeholders to make significant change, yet fail to provide the necessary conditions (I’m not talking about spoon-feeding and hand holding here. I believe a highly effective educator is one who “owns” and continually seeks opportunities for growth and development) for capacity building, learning, and reflection. Until we understand and address issues surrounding capacity building of all stakeholders, educational transformation efforts will continue to produce less than stellar results.

It’s fashionable to use the “term” capacity building when discussing and moving forward with organizational change. We know that capacity building and shared visioning are essential to ”true”, second order change that’s sustainable over time. So… we create systems and structures for building capacity and move forward. We periodically report on the progress, assuring stakeholders that change is occurring and then…2-3 years later we’re reflecting on data that shows little or no change, pockets of change, or inconsistent change. We then spend a huge amount of time and resources revisioning, putting new initiatives in place, and starting the frustrating cycle all over again.

So the question then becomes “why”. Why do we continue to approach capacity building in this manner? Why does this model continue to fail? Why don’t we engage all stakeholders in the development of capacity building action plans? Why do we continue to focus on the parts rather than the whole of the organization? Why do we make excuses instead of addressing underlying issues with systems, structures, and school culture?

To really get a handle on these issues, we need to back up and understand the critical components of organization-wide capacity-building:

• Strategic planning – clear vision and focused priorities
• Program evaluation – evaluate the quality and impact of programs
• Develop infrastructure – systems and structures to support learning and change
• Differentiated training and professional learning opportunities – both short and long term
• Commitment to significant time and resources – true systemic change and impact takes 3-5 year

• Shared leadership and growth opportunities are limited or limited to a small pocket of individuals – we all know the individuals that will do well and take off running with any initiative and that’s who we tap time after time.
• We continue to build the capacity of the same individuals and then wonder why systemic change hasn’t occurred.
• Capacity building efforts are focused on “sit and get” training opportunities with little follow-up, coaching, reflection and program evaluation.
• Capacity building efforts are not differentiated and fail to leverage the power of technology.
• Clear understanding of the vision and change efforts are not communicated and developed with all stakeholders – every individual in the organization should know and be able to articulate an organizations vision and priorities.
• Educators, at all levels, have failed to “own the profession” – this is a whole blog post on it’s own!
• All stakeholders do not view personal and professional learning, reflection, and innovation as the most important dispositions.

While composing the above list, I had an urge to rank order these reasons but found it difficult to name one as more important than another. They’re all essential but there are two in particular that warrant more discussion: shared leadership and growth opportunities for all educators and the prevalence of capacity-building for a limited group of individuals. Until educational organizations ensure that capacity-building for all is essential, even if the “way” in is difficult, true change is not possible. What’s quite worrisome about this situation is that we tend to ignore the teachers who are negative or refuse to change and focus on the individuals who are ready to move forward. This should make all of us cringe because what we’re essentially doing is creating environments that provide highly effective teachers for some children but not all. Just as a teacher needs to do everything possible to help her students flourish, educational leaders need to do everything possible to support the professional growth of all staff members. This is the true moral imperative!