My Quest to Become a Design Engineer:
An Educator’s Journey from an Ordinary World to a Special World of Adventure
by 
As an inspiration addict and idea junkie, I can’t help but find meaningful connections between life’s events and academic content that I know will resonate with students, providing the ‘why’ we learn. Full disclosure: Though I’m certainly no hero, I’ve always had a sense of adventure in my teaching, and thus I found myself in January, 2017, on an educational quest, complete with each stage of Joseph Campbell’s Hero’s Journey.
Status Quo
In December of 2016, I was in my 18th year as a public-school educator and my 4th year teaching 4th grade. Having begun as an art teacher dedicated to service learning, and then jumping into elementary multiple subject teaching after a transformative experience at Harvard Graduate School of Education’s Project Zero Summer Institute, my approach and philosophy to teaching was anything but traditional. Among other future-focused texts, I had devoured Daniel Pink’s A Whole New Mind http://www.danpink.com/books/whole-new-mind/ and was intent on incorporating play, design, and empathy into my classroom practice. My students and their parents were enthusiastic, save for a rare doubtful few. My colleagues were tolerant, curious, and at times critical. The same can be said for my administrators. Frankly, I naively swam in extremely hot water from time to time but was always assisted safely back to shore by those who believed in the same hopeful New World of Education I was seeking on the horizon.
1. Call to Adventure
I was literally called to the Principal’s office and braced for negative news. Instead, I was told of a vision to pilot a new position, one it seemed for which I happened to be the most qualified. This position was yet untitled but would involve working as a Teacher on Special Assignment (TOSA). In this role, I would be charged with assisting other teachers with incorporating Design Thinking projects into their classrooms. I had been encouraging my principal and other district leaders to attend Project Zero http://www.pz.harvard.edu/ for years because I so longed for them to understand the social justice imperative we have as educators to provide learning environments for ALL students, not just those most inclined to be compliant and linear, things I personally struggled with all my life. In fact, this very issue was the basis for my Master’s Thesis nearly 15 years earlier. As much as I was surprised and delighted to be chosen for this opportunity and to hear my principal express similar educational beliefs, my bumpy history of inadvertently rubbing traditionalists the wrong way made me suspicious.
2. Assistance
I was not the only one wary of ulterior motives. Beyond not wanting a child to lose their teacher mid-year, parents were protective of me because they desired more student-centered teaching and feared my departure from the classroom would send a signal to others to hang on to their successfully standardized ways. A tense meeting was called between parents and the principal. Another was called between parents, the principal, my capable replacement, and me. Fears and concerns were addressed, loyalty expressed, and many tears were shed. With still-lingering doubts, I accepted the opportunity to make a difference beyond my self-contained classroom.
3. Departure
After a grueling winter break of grieving and making peace with a decision that affected so many beyond myself, I reported for work as my district’s first Design Engineer on the first day back at school in January 2017. I no longer had a classroom to store my books and supplies, but I did have an office space in the library which had been recently stocked with makerspace supplies. I made myself at home and got to know our dedicated and joyful librarian, my new roomie, a whole lot better.
4. Trials
Not fully understanding my own responsibilities and expectations, and lack of articulation on my part certainly didn’t make it easier for my colleagues to accept my new role. Though several of my coworkers were highly supportive, comparisons were made, budget fears were stoked, and more than a few whispers filled the air in the hallways and teachers’ lounge.
5. Approach
My biggest fears were of being ineffective and letting my former students and their parents down. What if all the changes, emotions and adjustments mid-year were all for nothing? Why would my fellow teachers want to plan seemingly disruptive Design Thinking units with She Who Swims in Hot Water? I began to fill my calendar with grade level planning meetings, project launch dates, and co-teaching lessons. I chronicled student learning experiences with daily images on my Twitter page and followed like-minded educators and professional organizations to stay inspired and connected. I reminded others that I was not making it up. Design Thinking; Project Based Learning; Service Learning; Place-Based Learning: were all changing the way teaching and learning was approached around the world with student interests at the center.
6. Crisis
Our district’s incredibly supportive education foundation declared their intention to add more Design Engineers in the next year, amplifying the whispers to shouts and calls for the Union to consider the equity of my position, my schedule, and speculation on the potential budget effects for future specialist staffing. As a former Art Specialist, I well understood job insecurity and attempted to demonstrate my sincere support by advocating for their roles in professional and personal discussions. The school year ended with my position in limbo. Though I had heard encouraging words from the Leadership Team, I was only told of “hopes” to continue, and directed to watch for job postings to be sure to apply for the position should it be confirmed for the next school year.
7. Treasure
During the summer break, I was contacted by a parent excited to inform me of how her child was eager to share knowledge and insight with a family friend while on vacation in a faraway state regarding a contemporary artist’s cultural significance in connecting modern and ancient art with the human condition https://twitter.com/aiww?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor . The student’s deeply informed enthusiasm was the result of a Design Thinking unit centered on ancient civilizations and the ability to harness the small efforts of many to achieve great things. Yes, the human cost was included. I promptly burst into tears with relief that the work I believed in so much really did matter to others beyond my immediate scope.
8. Result
A Director of Innovation and Design position was created, and filled. I applied for my previous position, interviewed, and was rehired! Another Design Engineer was also hired. And so, I am no longer alone, but now proudly a part of our district’s brand-new Innovation and Design Team.
9. Return
The school year began again in late August, but rather than the stale welcoming routine, a firebrand guest speaker https://twitter.com/gcouros?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor was brought in, followed by the impetus from Leadership for teachers to experience and provide a radical change to education. A Design Thinking challenge centered on experiencing “Awe” was facilitated by our Innovation and Design Team. We continue to break new ground, learn, and incorporate feedback from teachers and community members who run the gamut from inspired to reluctant. I am again meeting with, planning with, and co-teaching with fellow educators, but now I have a qualified team to lean on, learn from, and celebrate with along the way.
10. New Life
As much as I value and miss the tight bonds I felt with my students and their families, I know I am where I should be right now to best serve our educational community. I thrive on connecting with other teachers who continue to amaze me with their ideas and insights on how to serve their students through the Design Thinking process and beyond. My awareness of the potential to better our world through education, collaboration, and action has increased exponentially.
11. Resolution
Friends still ask if I’m bitter. “Don’t you realize you were doing this all along and getting heat for it,” they ask. No, I’m not bitter. I continue to be inspired and addicted to new ideas. I’m grateful to be able to support the spread of ideas among teachers, students, and the community. I’m encouraged by the creative problem solving happening beyond classroom walls due to purpose driven, Design Thinking challenges led by freshly empowered teachers. I feel fortunate to be on such a committed and creative team.
12. Status Quo
January 2018. I am a Design Engineer free of the caution and trepidation I carried with me one year ago. This is the real deal; it’s not just me or my team. Our district has an adventurous five year plan to provide an extraordinary learning experience for ALL students, and Design Thinking is an integral principle of that plan, based on higher ed https://dschool.stanford.edu/ and industry models https://www.ibm.com/design/thinking/ . The future for our uniquely genius and empathetically heroic students, and therefore for us all, is collaborative https://su.org/ and beyond bright.
I invite all educators to accept this journey, this as yet untitled quest. Step up to empower all students, even our youngest global citizens, with meaningful opportunities to apply learning and to innovate as changemakers.