Strategies for Dealing with Professional Grief (Part 2)

Adapting to AI through The Five Stages of Grief

In the first installment in this series, I argued that educators and administrators in the K-12 and Higher Education space are currently in the throes of a “grieving process” that needs to be addressed and managed before the market can adapt. I argued that most technological disruptions lead to a certain form of grieving; the incumbents are forced to grieve the “death” of the “old way,” essentially.

In the case of education, it may be that we are grieving several deaths at once. First, our traditional assessment methods now seem arcane and irrelevant. Second, the role of the teacher appears to be shifting in a new direction, at a minimum. Third, AI is now also challenging our accepted notions around the process of learning itself.

In any case, it feels important to acknowledge that emotions will be a major part of the change equation. Simply urging professionals to "hurry up and change" is insufficient. Instead, we need to manage this transition together, using proven emotional management methods to track progress and maintain momentum.

To deepen our understanding, I partnered with Tom Daccord, an author and international education consultant renowned for his work on AI in education. Tom's insights into how Lewin’s Law can be applied to educational changes complement our discussion on the Five Stages of Grief, offering a robust framework for understanding personal and collective adaptation processes. You can find more detailed insights in "Tom’s Take" in the latter half of this article, and I highly recommend subscribing to his newsletter for ongoing guidance.

1. Recognize Your Stage + Identify Triggers

First, identify which of the five stages you are experiencing: denial, anger, bargaining, depression, or acceptance. This will require some self-analysis. You may have to call up certain moments or realizations in your memory to accurately identify your location in the process.

Furthermore, aim to identify your triggers. What is it that triggers your anger in this space? Depression? Conversely, what leads you to feel hopeful?

Think of this exercise as creating guideposts for yourself. You are seeking to draw a map as you progress through an uncharted territory. In all likelihood, you will get lost at some point. If that occurs, you can always come back to the “signs” you planted along the way in the first place.

2. Connect with Peers

Finding others who are experiencing similar feelings can be validating enough to keep you afloat. Engage in discussions or "vent" sessions with colleagues to share experiences and coping strategies.

For example, if you are struggling to identify a trigger or name a “blended” emotion, talking to others about their triggers and their emotions can help you name and identify yours. You might also learn coping strategies from others too.

3. Commit to Moving Forward

Develop purpose statements that outline your reasons and goals for moving forward. Ask yourself:

• Why is it important for me to adapt to this change? Why do I want to move forward?

• What do I aim to achieve by overcoming these feelings?

This reflection can help catalyze the motivation and set up “guideposts” that allow you to navigate a dense and confusing landscape.

4. Maintain Regular Check-Ins

Keep a regular schedule of self-reflection or discussions with peers. These check-ins should focus on reaffirming your commitment to your purpose statements such as, "My purpose is to process my anger by sharing it with others" or "My goal is to accept the new realities of my profession."

5. Generate Exit Velocity

Understand that moving through these stages is cyclical rather than linear, meaning you are likely to revisit some stages multiple times. You might feel you have moved into the acceptance stage and are now on your way to developing AI Literacy only to suddenly, without warning, find yourself mired in depression or stewing in anger again. These “regressions” are only natural and can be triggered by any number of new developments or interactions.

The key is to build enough momentum in your journey – think of this as “exit velocity” -- to “get clear” of the cycle long enough to create distance from the constrictive emotions. Generating this exit velocity involves setting small, manageable goals that build on each other and subsequently taking pride in the small successes along the way. Consistency, diligence, and grace are the name of the game.

By approaching professional grief with a structured framework and a supportive community, educators and administrators can adapt more effectively to the challenges presented by AI.

Tom’s Take

“Lewin’s Law” offers valuable insights into the root causes of inertia and how to address it. Kurt Lewin, a pioneer in social and organizational psychology, developed a widely accepted model of change, presenting it as a three-stage process. The first stage, known as unfreezing, involves breaking down individuals' existing "mindsets" and overcoming inertia. The second stage, change, is characterized by the beginning of the change process, often accompanied by confusion and uncertainty, as individuals confront change without a clear vision of the future. The third stage, freezing, sees the emergence of a new mindset as individuals become more comfortable in their new environment.

In many schools, teachers are not moving past the unfreezing stage and remain stuck at the initial phase of Lewin’s change process. Schools often expect that teachers will adopt new technology and immediately enter the change stage. But, administrators frequently fail to articulate the necessity of the change and do not provide a clear vision of the desired outcome. In addition, schools often lack the time and practical methods necessary to begin enacting change.

As a result, teacher inertia persists, and the existing mindset remains unchanged. In this mindset, teachers are either unconvinced of the need to change their instructional practices or lack the motivation to do so. Without a compelling vision and a galvanizing call to action, teachers tend to evaluate technology primarily based on how it enhances the efficiency of their current practices. Consequently, it is not surprising that many teachers ban students from using AI while utilizing it themselves for automated grading and lesson planning.

In "The Human Side of School Change," Robert Evans, an experienced educator and psychologist, analyzes the complexities and challenges inherent in educational reform. Evans observes that teachers frequently experience anxiety and uncertainty when confronted with new initiatives. To mitigate this, he suggests involving teachers in the planning and implementation process, ensuring they feel a sense of ownership and control over the changes. Teachers can share experiences, resources, and strategies, which can help them feel less isolated and more supported during the transition. Professional development is another crucial element; Evans emphasizes that teachers require ongoing support and training to adapt to new methods and expectations.

Evans champions an organic approach, introducing change gradually and in alignment with the school's unique culture. Clear and open communication can help address uncertainties and foster a collaborative approach to problem-solving. He calls for patience and persistence, reminding readers that meaningful school change is a slow and often arduous process demanding long-term commitment. Success is not gauged by quick fixes or immediate results, but by sustained improvements in student learning and well-being over time.

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Next week, I’ll focus on how change managers can use this framework to stay attuned to their audience’s needs and maintain forward momentum in the process of adapting to disruptive technology (Pt. 3).

After that, I’ll engage in a meta-analysis of my own writing strategies for these various posts. If you are interested in developing AI Literacy, these posts will be for you. I will share and analyze my chat transcripts in an effort to draw conclusions about what works and does not work (Pt. 4).