As I began to dive deeper into management strategies and their history, I realized most of the strategies I’d been operating under within the school system – namely, command and control – were completely outdated.I won’t rhapsodize about the incredible experiential benefits of EdTech - where I first began learning about Agile cultures from authors like Roman Pichler – nor will I suggest these environments are easily created within the inertia that many schools find themselves in. What I will say is that so many of the structures that govern conduct in the public school setting end up creating more than a few unintended consequences that, were glaringly obvious to me when I departed from operating under those constraints. Upon entering my second career, my tendency towards micromanagement was painfully acknowledged. I wanted a hand in all the tasks of my team, at all times – an approach that, now having worked under the Agile mindset for several years – seems pretty pedestrian. Luckily I confronted my management habits under a mentor I not only respected, but within a mentorship that valued a reciprocity of respect. He didn’t tell me to change my approach, instead he allowed me to come to that conclusion on my own and was there to provide feedback and guidance when I was working towards a solution. I adapted to my new environment, opening myself to the new structures and culture of the Agile world. Yet even as I assimilated and embraced the Agile, I found myself still wondering, where had I internalized micromanagement as a strategy, and how had I not recognized it as ultimately a manifestation of mistrust? As I began to dive deeper into management strategies and their history, I realized most of the strategies I’d been operating under within the school system – namely, command and control – were completely outdated. It really clicked for me one afternoon, as I recalled that infamous “teachers’ bell” – the ringing of a bell 15 minutes after the students were dismissed to notify teachers they too, were now free to go. We simultaneously ask teachers to stand up and be champions for their students, while indirectly letting them know they aren’t trusted enough to not need a dismissal by bell. Teachers are not only tasked with creating meaningful connections that will inspire their students for years to come, we also ask them to prepare students to compete in an increasingly complex, 21st century knowledge economy, all while working in schools that still employ 19th century management attitudes and principles. Ultimately, Pierson’s asking teachers to be mentors and role models, to teach in a way they’re proud of. To honor her lofty goal, how best can we address the organizational structures that ultimately drive work culture in the school system? A good first step would be to not tell and then direct teachers how to implement the answer. Author Bio: Jason McKenna is the Director of Educational Strategy at Robomatter, Inc. Follow them on Twitter: @McKennaJ72