Times Change, And So Must We

I first began watching the perennial television series Doctor Who in 2010 shortly after the birth of my son.  During those late nights of sleeplessness and bottle-feedings, it became an easy series to binge watch in the early days of Netflix streaming.  

When the show premiered in 1963, it was similar to most any other low-budget serial.  After William Hartnell, the actor who originated the character of The Doctor, decided to step aside from the series due to ailing health in 1966, the show’s producers created a novel solution in the concept of regeneration.  While the character’s face would change into a new actor with a different personality, the underlying traits and concepts would remain the same.  In short, the show would be different and yet still the same. (Not a re-boot, though, as that term wouldn't come along for another five or so years.) It wouldn’t be until 1974 that the idea would formally be recognized by the term regeneration.  In the six decades since, a host of actors have played the role--though there have been fifteen canonical Doctors, a variety of others have been named in both the core series as well as ancillary media.  Regeneration itself has become one of the most enduring and prominent concepts of the show as new actors, writers, and showrunners each give fresh life and perspective to the series.

Personally, I’ve had the chance to meet three of the actors who play The Doctor--you know, just as a fun aside (see the above photo).

At the start of a new school year, I’m reminded of the Eleventh Doctor’s speech just prior to regeneration, which is summed up with the statement “Times change, and so must I.”  As my school enters its fourth decade and our state furthers new territory deeper into school choice, it’s a reminder that both every year is a new one and that change is one of the inevitable concepts in our work as educators.

In the ever-evolving landscape of education, schools must strike a delicate balance between embracing change and holding fast to their core values. This dynamic is crucial for fostering an environment where students not only thrive academically but also grow into well-rounded individuals.  New technologies emerge, teaching methods evolve, and societal expectations shift. Schools that resist these changes risk becoming outdated, unable to meet the needs of their students. However, schools that are too quick to abandon their traditions may lose the very essence of what makes them unique and valuable to their communities.

The key to success lies in a willingness to adapt while remaining rooted in core values. These values serve as the foundation of a school’s identity, shaping its culture, guiding its mission, and influencing every decision. They are the principles that define the school’s purpose and the standards by which it measures success.  The first years in my current role were marked by trying to shift a culture that was entrenched in a “sink or swim” mentality.  That work was often marked by pushback and still encounters remarks from alumni and stakeholders than we have simply “dumbed things down” or “lowered expectations.”  The reality is far from; we’ve been diligent in finding ways to deepen our commitments and meet students where they are--regardless of their backgrounds.

When a school embraces change, it demonstrates a commitment to continuous improvement and relevance--both of which are at the heart of excellence. Whether it’s integrating new technology, adopting innovative teaching practices, or responding to changing demographics, schools that are open to change are better equipped to prepare students for the future. But this must be done thoughtfully, ensuring that new initiatives align with the school’s core values.

Ultimately, a school’s willingness to change, when guided by its core values, creates a dynamic and resilient learning environment. It ensures that the school remains a place where students can thrive, both now and in the years to come, without losing sight of what truly matters.