Challenging “The Way We Do Things Around Here!”
In your role as teacher and/or administrator, what important changes would you make – if you were certain about being able to make them – that would not only excite you, but that would also result in your being even more effective in your work? Each year, teachers and administrators face enormous challenges such as preparing and executing the academic, athletic, artistic and other extracurricular programs of the entire school.
Through it all, these adults work hard to manage the often-competing demands of their various school constituencies, including students, parents and colleagues. Although flooded by this deluge of executive tasks, to their great credit, most still strive to maske helpful changes in their effort to promote their primary mission: to educate and prepare students for an ever-demanding world. To that end, most teachers and administrators set genuine improvement goals and then work hard to achieve them.
However, all too frequently, and even with the best intentions, many encounter unforeseen – and unacknowledged – barriers that not only impede progress toward their goals, but also, that result in a return to “the way we do things around here,” an established pattern of well-reinforced ways of functioning. How can we recognize and understand these hidden barriers? Most importantly, how can we dislodge these barriers not only to make the changes we so desire, but also, to enrich our overall school functioning and fulfill the mission of educating and preparing our students effectively?
In this workshop, participants will discover a rich theoretical framework ** and engage an associated interactive exercise designed specifically to help them recognize, understand and dislodge “hidden barriers” to their desired changes. Bolstered by this new information, teachers and/or administrators will be empowered to set new goals that respectfully bypass their previously hidden barriers, and that lead, ultimately, to deep, effective and lasting changes.
**Based on The Immunity To Change, by Robert Kegan and Lisa Lahey
Dr. David Gleason is a clinical psychologist with over 25 years of providing counseling, consulting and neuropsychological assessment services within independent schools.
David earned a B.A. in Psychology & Theology (1982) and an M.A. in Counseling Children & Adolescents (1987) from Boston College before earning a Psy.D. at the Massachusetts School of Professional Psychology (1993). After serving for several years as Administrative Director of Student Support Services (full-time psychologist in residence) at St. Paul’s School in Concord, New Hampshire, Dr. Gleason opened his own clinical practice in 2000.
Subsequently, in 2002, eager to reconnect with an independent school faculty, Dr. Gleason joined Concord Academy in Concord, Massachusetts, as that school’s Consulting Psychologist. In his private practice, Dr. Gleason provides psychotherapy, as well as comprehensive psychological and neuropsychological assessments to independent and international school children and adolescents. In addition to his clinical work, Dr. Gleason has taught psychology courses at the secondary, undergraduate and graduate levels and has presented professional workshops and seminars at numerous independent schools and at several national conferences in the US, and at international conferences in Asia and Europe.
David and his wife, Amy – a math teacher at another independent boarding school – have been fully immersed in the world of independent schools as they have raised their three children while living on a boarding school campus.