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Rooting Around

Hello,


While in a recent PD session, the facilitator, Dr. Robert Chalwell, Jr., had us read three scenarios and choose one or two to discuss as a group. The first question asked was, “What is the foundational conflict?” In other words, what’s the root problem? I love this question—and here’s why. I don’t like wasting resources like time and energy. When we identify the foundational conflict, we can focus on the actual problem (the root cause) rather than just the symptoms. Working only on the symptoms can distract from addressing what’s truly driving the issue, leading to temporary or superficial fixes rather than meaningful change.


In a separate, but equally powerful PD session, the presenters, Ellen Rossetti, Lorena Stabins, and Anna Stukes,  discussed the difference between a mindset and a core belief, and this difference felt key to understanding foundational conflicts. A mindset is like an ink drawing on your hand—it may not be permanent and can shift with growth, representing a flexible viewpoint that allows for adaptation. A core belief, however, is more like a tattoo. It’s a deeply held value, one that is far more resistant to change. This distinction matters because sometimes, mindsets and core beliefs can help us identify foundational conflicts, clarifying what lies at the heart of an issue. Other times, however, these same mindsets and beliefs can cause foundational conflicts, by keeping us focused on symptoms rather than root causes, or by pushing us to approach problems with a rigid lens.


Here’s an example of why addressing root causes matters. Last year I noticed blurry vision in my right eye and went to get it checked. The doctor diagnosed an astigmatism and prescribed new glasses. Even after getting the glasses, my vision didn’t improve. When I went back, he said the astigmatism had worsened, but after additional testing, we discovered I actually had a corneal abrasion, not an astigmatism. The blurry vision (a symptom) wasn’t the core issue; the underlying problem was the corneal abrasion, which eventually required surgery.


In a more dramatic example, imagine someone was injured in a physical altercation. They have a knocked-out tooth, and they were also kicked in the abdomen, leading to internal bleeding. If an EMT simply notes the knocked-out tooth and assumes the blood in the mouth is from that, they might miss the more severe internal injury. Addressing only the surface injury would be dangerous, as the real issue—the internal bleeding—remains untreated. Core beliefs often shape our “gut reactions” in situations like this, and if the belief is that “all bleeding comes from visible wounds,” it could lead to overlooking more serious internal damage.


This same principle of addressing root causes applies to education, where mindsets and core beliefs often shape our approaches to complex issues. In my last three posts,  “The Results Are In,” “Yes, And!,” and “Coming Up Short,” I explored the topic of teacher well-being, drawing from Merrimack College’s 2024 survey, The Teachers Are Not All Right, which reveals alarmingly low well-being among teachers. Respondents suggested pay raises and better student discipline support were the key changes needed to address low teacher well-being. While both ideas would likely provide short-term relief, a more comprehensive approach is crucial. Here, core beliefs play a role: if we believe that teacher stress comes solely from lack of pay or discipline issues, we may overlook the more holistic needs of teachers and students alike. Addressing these broader needs, and shifting mindsets around them, is what will truly improve well-being and create positive learning environments.


In “Yes, And!” I discussed how pay matters, but research shows that salary alone doesn’t have a substantial impact on long-term job satisfaction. For teachers, a pay raise would help temporarily, but it won’t fix the deeper issues that contribute to their stress. To address these issues, we need to challenge and shift certain core beliefs about what “support” looks like. For instance, if we believe that money alone can fix a stressful work environment, we’re missing the role of stress management, professional growth, and a culture of recognition. These are factors that go beyond dollars and cents and require us to adopt a mindset that values comprehensive well-being and support. In short, money alone isn’t enough; we need to create a supportive workplace where teachers feel valued. When core beliefs align with this more holistic vision, that’s when teachers truly thrive.


In “Coming Up Short,” I shared how I started pursuing a School District Business Leader (SDBL) certification this fall, including coursework focused on recruitment and retention. The teacher shortage crisis was highlighted in these discussions. One surprising suggestion to improve teacher recruitment and retention involved allowing teachers to skip Superintendent’s Conference Days when they feel PD is irrelevant, as these sessions can be perceived as deprofessionalizing. The suggestion brings us back to the theme of foundational conflicts: if we hold rigid beliefs about what PD “should be,” we may struggle to create meaningful, engaging sessions that meet teachers’ needs.


Too often, we address the symptoms of an issue rather than asking, “What is the foundational conflict?” Is teacher well-being low? Yes! Should teachers be paid more? Absolutely! Do they deserve autonomy and professional respect? Of course! But these are symptoms, not the root cause. Our core beliefs can help us distinguish symptoms from foundational conflicts if we’re willing to examine them critically. How can we tell? Think back to those logic tables in math: if P, then Q; if Q, then R; so if P, then R. This line of reasoning doesn’t work if the cause doesn’t match the effect. If pay alone could fix well-being, that would be one thing, but it’s a faulty assumption when the root causes of low well-being are unrelated to pay. Teachers should be paid more, without a doubt—they’re underpaid and overworked. But if we want to truly resolve the issue, we need to address the root causes behind these symptoms.


To achieve impactful and lasting change, we must look beyond surface-level symptoms and commit to resolving foundational conflicts. In education, this involves cultivating a professional culture that prioritizes well-being, honors autonomy, and promotes meaningful growth, ultimately fostering a positive environment for both educators and students. When our mindsets and core beliefs align with these objectives, we gain the clarity necessary to recognize foundational conflicts for what they truly are. This understanding enables us to build schools that empower everyone to thrive. In education—and in life—it’s all too easy to become fixated on symptoms rather than addressing root causes. By distinguishing between mindsets and core beliefs, we can more effectively identify and tackle these foundational conflicts.


~Heather


P.S. I wanted to share with you a great podcast for educators. Please check out the podcast, New Teacher Talk, my Catch of the Week. While you’re there, please listen to my episode, “Ep 105: Prioritize, Balance, and Thrive! (Tips from Heather Lyon)”. It’s really short, but is really helpful advice about trying to juggle work and life even if you’re not a teacher!


P.P.S. Please remember to...


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