Allowing for adaptation
I use Slack every day. Slack’s journey is a prime example of how innovation often stems from unexpected beginnings. Initially created as an internal communication tool for a gaming company, Slack evolved into one of the most widely used workplace collaboration platforms today. When the original game didn’t resonate with users, the developers pivoted, recognizing the value of their communication tool instead. This shift exemplifies how openness to feedback and flexibility can lead to remarkable breakthroughs.
School leaders can encourage teachers to approach their classrooms with a similar openness to adaptation. Rather than expecting a new teaching strategy or lesson plan to work flawlessly from the start, educators can be empowered to view feedback from students and outcomes as a guide for iteration. By allowing room for adjustments, administrators foster a culture where teachers feel safe experimenting, much like Slack’s founders did.
I also use Spotify to listen to music and podcasts. Spotify’s founders started with a bold vision: to create a legal alternative to music piracy. They didn’t settle for their first approach; instead, they iteratively refined the user experience, revenue model, and licensing agreements. Today, Spotify leads the music streaming industry, thanks to its commitment to evolving and adapting over time.
Spotify evolved by aligning with user needs, teachers can fine-tune their methods to better resonate with students, supported by a school culture that values continuous improvement. Administrators can also model being responsive to user needs by incorporating codesign into school professional development.
Learning from failure
Who doesn’t use Post-it Notes? 3M’s famous Post-it Notes were born out of a “failed” attempt to create a super-strong adhesive. Instead, the result was a weak, repositionable adhesive that was ultimately transformed into one of the company’s most successful products. Post-it Notes remind us that sometimes unintended outcomes can lead to valuable discoveries.
Post-it Notes are a great example of the maxim that without failure, there is no growth. Teachers should be encouraged to see “mistakes” as an integral part of growth. I failed a lot when I was teaching. Unfortunately, I rarely had the opportunity to view failure as feedback or to grow from those experiences.
Why iteration matters in education
Encouraging experimentation among teachers benefits more than just educators—it shapes a school culture that values creativity, problem-solving, and resilience. When administrators model support for iterative processes, they show both teachers and students that education, like any other field, thrives on testing ideas, gathering feedback, and making continuous improvements. This approach to teaching has several advantages:
- Fosters a growth mindset in students: When teachers model iteration, students see learning as an evolving process. This builds resilience and reduces fear of failure, empowering students to tackle complex problems with a mindset of growth rather than perfectionism.
- Supports teacher well-being and retention: By encouraging experimentation, administrators create a more flexible, forgiving work environment. Teachers who feel they have the freedom to innovate are less likely to burn out and more likely to remain engaged and fulfilled in their roles.
- Enhances learning outcomes: An iterative approach allows teachers to tailor instruction based on student needs, leading to improved engagement and academic performance. Just as companies like Spotify and Slack found success through user-focused adjustments, teachers can enhance learning by adapting to their “users”—their students.
In the end, fostering iteration in teaching is not simply about improving lesson plans; it’s about transforming classrooms into spaces of discovery where learning is alive, adaptive, and resilient. Just as Slack, Spotify, Pinterest, and Post-it Notes found success through flexibility, so too can our schools, teachers, and students. The question for administrators is no longer if experimentation has value, but rather, how far are you willing to go to let it flourish? The next great innovation in education may be as close as the courage to let teachers test, fail, and try again.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
