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Fullan and Leading Change

6 Nov

Decisions1

Michael Fullan has long championed the critical importance of transforming school culture and writes extensively on the topic. His perspective is also clear: “Structure does make a difference, but it is not the main point of achieving success. Transforming the culture – changing the way we do things around here – is the main point.”

For many, simply introducing change to schools is the golden bullet solution. Our recent HOF Inquiry understood this fact early. There is no point in making change unless you have clarity around “why?”

Despite the massive investments that reveal the productivity towards this trend, the reality of organizational change is far more complex. The jury is no longer out on the impact of technology on formal learning. We know that attempts to engage in change (be it digital or otherwise) without vision are simply not going to have much of an impact. Attempts to transform schools because there is some populist pressure to do so have proven similarly facile. Embracing innovation for student-centered reasons with vision and culture that is carefully cultivated to allow this vision to thrive is the way forward. I consider myself fortunate to work in a school where this is part of the ambition for every learner.

I have written about culture often recently. I guess it is on my mind. Change without attention to culture is no change at all. Levin and Shrum’s study echoes this perspective: “Leaders that engage the school community in the effective use of technology… appreciate the power of school culture. They create … cultures in which meaningful teamwork based on trust is the primary force of professional learning and continuous improvement.” This trust must be centered on a conviction that we are doing what is best for students and that, as professionals, we routinely question what this means.

The following have been on my reading list in 2017. Worth a look.

Couros, George. In the Service of the Right Aims, 2016.
Richardson, Will. Learning. All. The. Time. 2016.
Bersin, Josh. Predictions for 2017: Everything Is Becoming Digital. 2016.
Fullan, Michael. Leading in a Culture of Change. 2007.
Levin, Barbara B.  & Schrum, Lynne. Leading 21st-Century Schools: Harnessing 

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Revising Mentoring

22 Oct

Contemporary business people working in team in the office

The purpose of this week’s blog is for me to reflect on my mentoring (or read coaching if you wish) with my people this year. So, here goes.

Good mentors extinguish the problem of teacher isolation and individualism. Many problems identified specifically with ineffective teaching practices are attributed to teacher isolation. This degree of socialisation is potent and the fall-back position is always the long apprenticeship of observation undertaken as school students. Being a middle leader is hard. They needed to be supported.

Good mentors ensure high levels of teacher collaboration. Relational trust among teachers is positively related to student performance in schools, and trust is constructed through face-to-face collaborative work. In successful school’s teachers are engaged in frequent, precise talk about teaching practice by observing each other teach; plan, design, research, evaluate, and prepare teaching materials together. Such collaborative structures help to decrease teacher isolation, share successful teaching practices, increase staff morale, open the door to experimentation, and increase collective efficacy.

Good mentors encourage constructive conflict. They need to push the envelope of course where appropriate. The further up a hierarchy you go, the more people attempt to avoid the zealous debates that are indispensable to great teamwork. However, conflict is normal, inherent, and essential to community practice. Conflicts help draw out and solve problems, and opposing views can be opportunities for growth and learning. Educators often find themselves in conflict because collaboration challenges norms of isolation and autonomy, and the most common response to conflict in schools is avoidance.

Good mentors model that it is OK to make mistakes. Amy Edmondson’s brilliant work reveals the importance of psychological safety for learning through leaders providing what she terms ‘the fallibility model’.

Good mentor bring in outside help.

Good mentors challenge people to question what they take for granted. Robert Kegan argues that the confusing, changing demands of modern life may be developmentally inappropriate for most adults and while it used to be adequate for people to do as they were told, today people are needed who “understand themselves and their world at a qualitatively higher level of mental complexity.” Kegan talks about moving from a socialised mind to a self-authoring mind, not just learning more but seeing things in new ways. People tend not to develop unless they are challenged in some way to question what they take for granted and people tend to slip back into old comfortable ways of thinking. Kegan uses the metaphor of a bridge, where it is incumbent upon those over the bridge to head back onto the bridge and hold out a hand to help others take the steps to get on the bridge themselves.

So I have been doing some reading. In this conference paper, Carter & Francis: ask whether mentoring just enriches the status quo and stifles professional growth?

“High amounts of professional support, including mentoring support, may only serve to entrench the status quo and stifle professional growth. The literature suggests that this is one of the central problems associated with mentoring for beginning teachers and is a recurring aspect of several case studies investigating teachers’ induction experiences. Ballantyne et al. went as far as to suggest that mentoring sometimes constrained the learning of beginning teachers rather than facilitated reflective practice…The effectiveness of multiple mentoring relationships and voluntary mentoring relationships have also been explored in the literature suggesting that the emphasis should be less on the identification of individual mentors and more on the provision of professional environments in which mentoring relationships can emerge.”

In conclusion, I really like this article from Harvard Business Review: Get Ahead With a Mentor Who Scares You.

In 2018 I am planning to step up my efforts in this area. As I plan this will require going away to a quiet space. Watch this blog.

 

Personalized learning and technology

19 Oct

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As I was out running yesterday I was watched the people in the local shopping centre. I thought about how people live now. It is all about them. “Me” not “you.” This is one reason why social media works. Facebook is about “you” building and connecting to “your” friends. It’s about sharing what you like, liking what others do, and showing off what you do. Twitter is even more about “you.” Yes, you can use these tools to think beyond yourself. You can use these tools to promote and share. But they became big because of how they are about “You.” Even Linkedin as a professional tool is about building up “you” to the world. It’s about how many connections you have and who these connections are.

When it comes to being connected, we are more connected today than ever before. Almost everyone must have a smartphone, especially teenagers. They must be available immediately to their friends. Texting is now bigger than email and using the phone. That’s old school. With unlimited texting packages, we can write back and forth whenever we want with as many words as we want. And we do.

Interpersonal relationships mean more to most kids than their own families. They check their phone often. This is why texting why driving is such a problem. Smartphones alert you when there’s a text, a tweet, or some other response or nudge about almost anything. You are “always” connected to your network unless you turn your phone off. If they turn off their phones, they lose their connections.

I loved this clip which appeared in my feed this week:

This got me thinking about the options we are providing for students.  We can focus on learning that is personal, but we need to teach and model compassion, kindness and empathy. We need to demonstrate what it is to be part of a social network and how to look beyond yourself. We also need to use these tools so kids can learn the way they learn best. Take advantage of them. But we also need to show them that they need to look up and out at the world. Connect with others to not only build connections but to share what you learn and learn from others. Teach the skills to recognize bias, validity and authenticity. Help them to be able to articulate intelligently and thoughtfully. This is their future and right now I’m a little concerned if they are ready for it.

 

A Change in the Classroom

10 Oct

mentor-cartoon

Change happens whether we like it or not. Schools were instituted upon two fundamental certainties:

(1) Knowledge has unique value and is known best by experts

(2) The way we communicate with each other is limited by time and, very often, location.

In New Zealand have seen very significant shifts in these certainties in recent years, shifts that should have significant implications for schools.

I have been contemplating this change by keeping in mind the tools we have and our students use. What use is knowledge in the age of the smartphone? Most students carry the sum total of human information with them each day. A great deal of teaching must go around this too. If a taxi driver takes you to your destination from memory or GPS, do you care? If the GPS version is cheaper, do you begin to care?

My daughter the other night had the task of adding roman numerals for homework. To solve the problem she used a smart phone. I am certain that is not the way her teacher intended the task to be solved by that was it was awesome to observe.

Do we allow the same freedom to students with basic questions that Google can answer for them or do we judge them critically for using technology that they use naturally on a daily basis in every circumstance except school? If Siri knows basic arithmetic and the capitals of the world, do we still need to spend time on these thing?

These are the questions we should be asking to ensure we are heading in the right direction for our students? For it means more time teaching critical thinking and messy play.

Leadership in My Environment

5 Oct

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In my daily work I reflect on the Kiwi Leadership Model. These key points are Manaakitanga (leading with moral purpose), Pono (having self-belief), Ako (being a learner) and Awhinatanga (guiding, supporting, building relationships).

I reflect on the document Tü Rangatira. The metaphor running throughout the document depicts a seven key roles of the leader. All of which I need some work on. He Kaitiaki (guardian), He Kaiwhakarite (manager), He Kanohi Matara (visionary), He Kaiako (teacher and learner), He Kaimahi (worker), He Kaikötuitui (networker) and He Kaiarataki (advocate).

I believe a Principal must be an outstanding teacher.  Principals play a major role in developing a “learning community” of teachers who guide one another in improving instruction. The relationship is strong albeit indirect: Good leadership improves both teacher motivation and work settings.

Above all else my leadership philosophy has been led by a commitment to Catholic education. Jesus Christ must be at the center of this.  It is easy to become caught up in a maelstrom of secular educational issues, however it is important to focus upon the spiritual development of the child, lest he or she lose connection with our Catholic faith. The gospel of Jesus Christ and his very person are to inspire and guide the Catholic school in every dimension of its life and activity.

The key to attaining this vision of Catholic education is to ensure that we, lay educators, are well versed in Catholic teachings, as well as educational research and methodology.  Our Catholic leaders should embody servant leadership.  Jesus said, “whoever wants to become great among you must be your servant, and whoever wants to be first must be slave of all” (Mark 1:43-44). .

And how do we model leadership for the youth that we serve? Once we’ve fully stepped into our own leadership, we can point out how our leadership might look different than the leadership displayed by those to our right and those to our left.

Being an Expert

5 Oct

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I love the way training and teaching continually complement each other. Today’s reflection is no different. Hargreaves and Fullan state: “To ‘teach like a pro’ is a personal commitment to rigorous training, continuous learning, collegial feedback, respect for evidence, responsiveness to parents, striving for excellence, and going far beyond the requirements of any written contract.”

Taking this on board, I look around my own school and the experts begin to stick out and they may not necessarily be the most experienced. When it comes to respecting the evidence, the first words I may hear in a conversation about teaching and learning is: “In my experience…” or “from my experience…” An educator’s experience may not acknowledge any other sources of evidence, which can be problematic.

Experience allows us more opportunity for reflection, experience allows us more opportunities to get it right and experience gives us more opportunities to learn and develop wisdom. Though to be an expert teacher, we cannot rely on experience alone, we have to spend time looking at education research, questioning it, discussing it, applying it and, at times, refuting it. My experience does not carry the same weight in conversations about education, if I have not taken time to read about my profession and how I can better support students.

With 25 years in education, I can certainly call myself an experienced educator but there are colleagues that I work with who have spent less time in the profession and have considerably more expertise in certain aspects of education; I can learn from them. I have to keep reminding myself that “if you are the smartest person in the room, then you are in the wrong room.”

References:

Hattie, J. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne.

Hargreaves, A and Fullan, M. (2012, March). Professional Capital: Transforming Teaching in Every School. Teachers College Press. ISBN: 0807753327

SLT as Teacher

3 Oct

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I love being a teacher.  When I became a Deputy Principal was very worried that I would lose touch of what it was like to be a teacher.  I heard stories of SLT who had become disconnected from what really happens in the classroom, and I was determined that was not going to be me.  The first two years of being a SLT I walked through classes as much as possible and got to know the kids.  I still taught two classes as I do today and took tutorials. I wanted to stay connected and by walking through classes and getting to know kids I felt a certain level of being connected but not as much as I wanted.

Teachers would ask if I ever missed a full load of teaching and I would tell them I really did; I missed it a lot.  But I recognize now that I have many classrooms. The staff-room and the assembly hall.

I learned many valuable lessons from teaching the classes.  These are just a few:

-Teaching classes shows others that you are willing to take risks

-You gain a better appreciation for what teachers do on a daily basis

-You gain a better understanding of what teachers and students need which will help when decisions need to be made

-You can try some of the strategies that you have learned from observing other teachers

Leadership Reflection for September

27 Sep

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This week I have been away with my Year 12 students considering leadership. Too often people associate leadership with a status to be earned, or a title that bestows power. Certainly, under some circumstances, those definitions are accurate. But I like to think of leadership differently. I think a great deal about St Paul’s thoughts on servant leadership.

There is a belief that I hold dear—we all can be leaders, and each of us has our own unique brand of leadership to contribute to the world. The question is if, when, and how we actually ever step into that leadership.

Finding our leadership is about finding our best selves, and then figuring out how and where to contribute our best selves to the world. Stepping into our leadership is about having the courage to do just that. Sometimes having courage to not step up when the time is not right.

This week I have been thinking about this quote around leadership:

There are different kinds of spiritual gifts but the same Spirit; there are different forms of service but the same Lord, there are different workings by the same God who produces all of them in everyone. To each individual the manifestation of the Spirit is given for some benefit. (1 Corinthians 12:4-7)

I am self-aware that my leadership philosophy is continually growing and developing. I am truly a life-long learner. I believe a leader must be vulnerable and admit to not have all the answers. This is something that I have learnt over the past twenty years.

Leadership development calls forth the diverse gifts of people in our faith communities, and affirms their talents and abilities. So much depends on leadership in our ministry and as leaders we need to be called, trained and encouraged. As I am called to be leader I call others to walk with me acknowledging who they are. The idea that we see the whole person, the three ‘identities’ he tangata, he tangata, he tangata – acknowledging our past, present and future.

Restorative

10 Sep

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Restorative justice, by its nature, is a responsive practice, but I suggest that schools cannot simply implement a practice of restorative justice without considering the disparate impact that implicit bias will continue to have in the application or selective application of community-building principles on their students. We must welcome and establish critically reflective practices amongst our staff and students as we develop restorative justice in our schools, beginning with the terminology we use with which to describe the players.

Leading with Purpose

8 Sep

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Some thoughts this week on being a leader in schools:

  1. Lead with purpose.

Too often, school leaders find themselves leading on automatic pilot, following old habits and modes of thinking, which trigger automated and unconscious responses. But when things get hard, you need to be able to have a reasoned, rational response — and that can only happen when you press pause and allow yourself to respond from a place of greater alignment and authenticity.

  1. Understand how your thoughts impact your emotions and behaviours. 

Our thoughts create our reality, but we seldom realise it. Too caught up in the busyness of life and Headship, you may have little time to realise that the thought you woke up with this morning impacted your behaviours and emotions throughout the day. If you can master your mind and your thought processes, you’ll experience greater mental clarity, self-awareness, and a belief in your ability to take control of your circumstances.

  1. Take care of your physical health.

Over the last five years I have pick up the training bug. My body does feel a little sore some mornings but I know it has contributed to my success. It’s easy to live in your head, but there’s no getting away from your body, so you need to consciously take care of it. This is closely tied to your emotional health too, since emotions that aren’t processed get stored in the body.

What are you doing to look after yourself as a long term leader?

 

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