Anyone who has studied change, leadership development, or tried to adhere to the “science” behind implementation science, knows getting adults to change their behavior is much harder than getting students to change theirs.
An overly simplistic view of change suggests that all we need is a vision, skills, incentives, resources, and an action plan. But even with these, why don’t we see a change in practice?
Why can’t we get to fidelity of implementation?
Some blame the professional development we design and deliver. Others blame the lack of good leadership. Others blame the teachers and providers who staff the front lines. But even with professional development that adheres to all the research has to offer…even with a resonant leader or coach…even with a passionate provider, we often come up short when we compare our actual practice with the ideal. Why?
One reason is that we haven’t considered the role of emotional intelligence in getting to a change in practice. We haven’t factored in that adult professionals, like students, need ongoing professional support for their own social and emotional learning. And maybe most importantly, we haven’t systematically attended to the emotional intelligence of educational leaders.
The good news is…there is a solution!
Pulling from research on resonant leadership, appreciative inquiry, and neuroscience, there are specific strategies for designing and delivering professional development that raises the emotional intelligence (EQ) of adult professionals across five skills. These skill include:
3. Situational Awareness
4. Social Awareness
Then, join me for a Deep Dive Master Class on Teaching Adults To Get Results. Across four sessions we’ll explore my latest strategies for getting to a change in practice by attending to the EQ of leaders and all other adult professionals serving young children.