Shifting the Narrative From "We Can't" to "How Can We?"

Change is hard. Actually, it is really hard. Not only have I written extensively about this fact for years, but I also suspect that everyone reading this post has had a similar experience.  One main reason for this is a tendency to focus on things we cannot control, which redirects energy to the wrong things. The end result is a thought process about why we can’t change or improve our practice, something I discussed in detail recently on my podcast, Unpacking the Backpack. Change can and will happen if we focus on the right question. 

A pervasive mindset of "we can't" often hinders progress. It's a phrase that stifles innovation and dismisses new ideas before they even have a chance to take root. To genuinely prepare students for a disruptive world, both school leaders and teachers must make a fundamental shift: from dwelling on limitations to proactively asking, "How can we?" This isn't just about forced optimism; it's a strategic framework for finding solutions, leveraging collective strength, and fostering a culture of continuous learning.

The Leader's Role: Cultivating a Solutions-Oriented Culture

A leader's response to a challenge sets the tone for the entire school. Instead of listing reasons why a new initiative is impossible—"We can't do that because we don't have the time or resources"—an effective leader asks, "How can we achieve this goal given our current constraints?" This subtle change in language shifts the focus from limitations to possibilities. By modeling this approach, leaders empower teachers and show that their professional expertise is valued. This leadership style builds a sense of shared ownership and trust. As noted by Leithwood et al. (2004), leaders who promote a clear vision and provide genuine support for their staff are critical to creating a positive school culture and significantly improving school effectiveness. They transform the conversation from a list of barriers into a collaborative problem-solving session where everyone is an active participant in finding a way forward.

The Teacher's Role: From Data Judgment to Growth Roadmap

For teachers, embracing the "how can we?" mindset often means reframing the purpose of student data. Instead of viewing it as a judgment on their teaching—"I can't get everyone to mastery"—they see it as a roadmap for growth. For example, when faced with widespread learning gaps, a teacher can shift the question to, "How can we use diagnostic data to adjust our initial instruction and prevent these gaps from widening?" This approach encourages teachers to dive deep into student work and assessment results, pinpointing specific areas of need and then collaboratively designing targeted interventions. Marzano, Pickering, and Pollock (2001) demonstrated that data-informed instructional strategies, applied with fidelity, have a profound impact on student achievement. This isn't about working harder; it's about working smarter, using evidence to guide decisions and refine practices.

The Collective Effort: Collaboration as a Catalyst for Change

The "how can we?" philosophy thrives in a strong Professional Learning Community (PLC). Instead of a teacher lamenting, "I can't seem to reach this student," a PLC asks, "How can we, as a team, pool our expertise and resources to ensure this student succeeds?" This collective approach acknowledges that a single teacher shouldn't have to solve every challenge alone. When teachers regularly collaborate to analyze student work and share successful strategies, the group's collective intelligence becomes a powerful engine for improvement. Effective PLCs focused on learning, rather than simply on teaching, develop a shared responsibility for student outcomes. This collaborative environment transforms individual struggles into shared challenges, encouraging a spirit of teamwork and innovation that can tackle even the most persistent problems.

The Path Forward: A Commitment to Iteration and Resilience

Cultivating a "how can we?" culture requires a commitment to continuous learning and iterative improvement, something I discuss in detail in Digital Leadership. It accepts that not every solution will be perfect on the first try. When an initiative faces initial difficulties, the mindset shifts from "It didn't work" to "How can we refine this approach based on what we've learned?"

This resilience, combined with a willingness to experiment and reflect, is foundational to genuine progress. Black and Wiliam (1998) famously demonstrated the power of formative assessment and feedback in improving student learning, highlighting that continuous adjustment based on evidence is key. By embracing this ethos of inquiry, leaders and teachers can unlock an unprecedented potential for growth, transforming their school community into a place where student success isn't just a hope, but a systematic outcome.

Shifting from "we can't" to "how can we?" isn't a silver bullet, but it is the essential mindset for navigating the complexities of education today. It's about empowering every member of the school community to be an active agent of change, fostering innovation, and ultimately, building a school where student success is not just hoped for, but systematically engineered.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. The Wallace Foundation. 

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Association for Supervision and Curriculum Development. 

Strong, M. (2009). Effective teacher induction and mentoring programs: A review of research literature and implications for policy. Review of Educational Research, 79(1), 173-201.