Our Curriculum Leaders

Curriculum is fundamental to schools. It is complex. Necessarily directional and dependent on recognizable channels, it must be vibrant and changing for such is the character of knowledge and our relationship to it. For too long though it has remained unchanged.

The term ‘curriculum leadership’ is associated with middle leaders – the ‘geography coordinator’, the ‘head of science’. It is, quite rightly, linked to subjects.  Our task this year has been to change the conversation though coaching and tasks. These middle leaders are now recognised as “Leaders of Learning.”

Where SLT have tried to reach into pedagogy with generic strategies that fail to attend to subject distinctiveness, all manner of distortions has occurred. In tackling the ‘how’ (teaching and learning) and in attempting to judge its efficacy (progress, assessment, data, outcomes), if we ignore ‘what?

What can curriculum leadership mean? And why on earth does this matter so much? Haven’t we gotten along perfectly well without such senior staff changing things?

Leaders of Learning see small data more clearly. Things SLT might not see in their role. Pasi Sahlberg of Finland spoke at ULEARN 18 about small versus bigdata. “If you don’t lead with small data, you’ll be led by big data. Small data is processed by humans, and reveals causation, collective wisdom and understanding the present. As opposed to big data which looks at big trends, processed by computers, reveals correlations and predicts the future. Big data spews out impersonal trends, where small data gives a more personal view. You can strengthen small data by using professional wisdom as evidence.”

The absence of an adequate model of curriculum leadership seems to me to deepen fundamental and longstanding problems in schools with which we have all wrestled, from weak assessment systems to problems with generation and interpretation of data, from problematical judgements about teaching and learning, to attraction and retention of fine teachers, from teacher development to blaming everything on “management.”

My concern is not just about what a person in SLT called ‘curriculum deputy’ needs to know, but what everyone in a senior leadership team needs to know about curriculum to lead on everything else. Curriculum leadership is everybody’s mahi.

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Whakawhanaunga

 

Last week a note I wrote about expectations. As we raise the bar on our expectations that all learners can be successful, we must also raise the bar on rigor for all learners.

When trying to meet the demands of supporting all learners, it is impossible to increase rigor without also attending to whakawhanaunga (relationships). My daughter recently met Helen Clark ONZ. Nobody could fined a better role model as wahine toa.

Personally I have an interest in the tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga is practised by the local hapū.Relationships matter greatly. The concept of the tuakana–teina relationship, is one that interests me. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga is practised by the local people.’

Marzano (2011) notes: “Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction” (p.82). Simply having positive relationships with tamariki and colleagues will not increase achievement. Quality teacher to student relationships impact student achievement in 4 significant ways:

When teachers build trust and rapport with tamariki, tamariki are more likely to take the necessary risks required to learn at deep levels. As mistake making is an inherent part of the learning journey, tamariki need to feel safe along the way.

When tamariki feel safe, they are more likely to offer teachers the necessary insights and feedback that can support the teacher’s ability to respond appropriately.

When teachers strive to understand each learner’s desires, needs, and assets, they have the necessary ability to connect the learning in targeted and specific way that ensures the learner can be successful.

When teachers know their tamariki well, they can better interpret the meaning behind a student’s unconscious nonverbal responses to the learning at hand. Raised eye-brows, tapped pencils, and deep sighs represent different emotional responses based on the learner exhibiting the behavior.

Unless a teacher knows the tamariki well, it is challenging to make learning relevant or rigorous.

Be the best you can be

I want to be the very best school leader I can be. Why, because for me being a principal (or a teacher for that matter) is more than a job, it’s a vocation. I don’t go to work to produce something, to sell something, or to manage something. I go to work to make a difference. And that difference is measured in people’s lives.

What I do, the decisions I make, the school culture I create, the way I lead will make a difference in countless people’s lives. It can make a difference to the earning capacity of a young person; it can make a difference to a person’s sense of self-worth, to their well-being, the lives of their families. The sense of responsibility is huge.

I often compare myself with other leaders, listen to what they do, learn from their wisdom and experience. However, one thing I really need as a leader is feedback. Without feedback I cannot truly understand the real impact I am having and how I can improve.

To promote growth feedback is vital. But to be of real value a recipient really needs to want it, be willing to listen to it and ultimately, have the desire to be the very best they can be for the responsibly they carry as an educator is enormous.

The same can be said about teaching. I don’t understand why all teachers aren’t driven by the enormous responsibility they have to very best they can be. Our children, and their children deserve outstanding teaching and outstanding schools.

Do you value and welcome feedback? What motivates you as an educator? Is teaching and school leadership more than just a job? If you are a leader, where do you get your feedback from?

Mentoring: Leaders and Managers

This week I asked one of my leaders of learning what being a leader is all about and I shared this Covey (1989) analogy:

Imagine a group of people cutting a path through the jungle with machetes. They’re the producers, the problem solvers. They’re cutting through the undergrowth, clearing it out. The managers are behind them, sharpening the machetes, writing policy and procedure manuals, holding muscle development programs, bringing in improved technologies and setting up work schedules. The leader is the one who climbs the tallest tree, surveys the entire situation, and yells, ‘this way’.

Don’t be confused, management is not leadership. The key difference is vision. A true leader has a vision, and that vision is compelling enough to entice people to follow

Vision is important as a school leader but vision is not enough. No one is a leader without someone to follow; and no one will follow a leader, particularly into the unknown, if they don’t trust him/her. Trust is the critical ingredient that goes hand in glove with vision. Without it leaders cannot expect people to work together to achieve the vision: and ultimately, without trust, the leader will lose credibility and fail (Sergiovanni, 2005; Reina & Reina, 2006).

When a leader turns their attention to trust they begin to reflect on their own behaviour and how it impacts their relationship with the people who choose to follow them. When you examine the practices all the qualities of good leadership espoused in the plethora of literature, models and styles, is encompassed by the notion of trust. For example, humility, transparency, honesty, confidence, respect, courage, empathy, and above all, a genuine focus and commitment to the people who have chosen to go for the vision, rather than the selfish ambition of a bad leader. Good leadership boils down to just two things: vision and trust.

Covey, S. (1989). Seven habits of highly effective people. New York: Simon and Schuster.

Reina, D., & Reina, M. (2006). Trust and betrayal in the workplace  (2nd ed.). San Francisco: Berrett-Koehler.

Sergiovanni, T. (2005). Strengthening the Heartbeat. San Francisco: Jossey-Bass.

 

Curriculum Leaders not Managers

Curriculum leadership is complicated because leading curriculum development meetings involves working with fallible, imperfect human beings.  A second reason curriculum leadership is difficult is due to the school schedule and a lack of extended time for teachers to discuss and revise existing curriculum documents.

Five Reasons Why Schools Need Curriculum Leaders:

1.  Curriculum Leadership provides clarity. What should every student know and be able to do?

2.  Curriculum Leadership provides opportunities to develop and empower future leaders. Curriculum leadership is not a solo act.

3.  Curriculum Leadership provides the opportunity for continuous improvement. Schools should be learning organizations.

4.  Curriculum Leadership provides the opportunity to establish goals. Goals provide teachers and students with something to aim for.

5.  Curriculum Leadership provides the opportunity for improved alignment.

Glatthorn (1987) wrote, “One of the tasks of curriculum leadership is to use the right methods to bring the written, the taught, the supported, and the tested curriculums into closer alignment, so that the learned curriculum is maximized” (p. 4).

What comes to mind when you hear the term curriculum leader?  Do you have a vision of  staff standing at the back of your classroom observing teaching and learning?  Do you see the instructional leader as the building principal conducting three-minute walk-through observations?  How many curriculum leaders can one school hold?

Curriculum leadership should not be determined by a person’s title or years of experience.  Wiles (2009) wrote, “Curriculum development is the essential function of school leadership.  Whether this role is carried out by a principal, an assistant principal for curriculum, a team leader, a department head, or by leading classroom teachers, the curriculum defines all other roles in a school.”

Glatthorn, A.A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and Curriculum Development.

Glatthorn, A.A., & Jailall, J.M. (2009). The principal as curriculum leader: Shaping what is taught and tested (3rd ed.). Thousand Oaks, CA: Corwin Press.

Wiles, J. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.

Literature and Reflection

Throughout the year, I have been fortunate to read multiple articles, books, and blogs. As I start the year here were some of my favourites from the summer

Drive: The Surprising Truth About What Motivates Us by Daniel Pink

5 Ways To Promote Student Agency
By Ross Cooper

The Power of Presence: Unlock Your Potential to Influence and Engage Others
By Kristi Hedges

7 Things That Happen When Students Own Their Learning
By John Spencer

Leadership Lessons From LEGO
By Ken Perlman

I think these will help me as a leader. Not content with this I have already lined up my next batch. After reading these I have reflected on my on practice again. In any position I think the following reflection questions are key as we start the academic year.

1. When do I intentionally plan for “White Space” in my schedule?
   Do I have time scheduled to commit to reading, writing, reflecting, and investing in myself?
2. Where do I archive the notes from articles, blogs, and books that I read?
3. What are 3-5 books or articles that I plan to read in 2018?

Authentic Leadership

 

There is no doubt SLT who develop lasting, trusting relationships with their staff build on a foundation created by doing their job and doing it well. We need a foundation of credibility before he can earn the relational capital that creates trust. Establishing your ethos on campus comes in a variety of ways (and happens differently in each unique situation). I’ll be the first to say that each path toward trust is unique, but it’s never bad to start by managing the referrals that come your way fairly and efficiently, committing to being a learner in your leadership role, and moving toward each new year looking for ways to serve students and teachers in new ways.

It is about being mindful. Being mindful used to simply mean being consciously aware of something, but it has come to represent a state of mental being that is achieved by focusing one’s awareness on the present moment with calmness and a sense of serene acceptance. I do believe there is a larger need for all of us to be more mindful, but in the traditional sense of breathing more and taking the time to reside in the moment. I am personally less inclined towards loving-kindness meditation as I feel mindfulness as a movement is a concession to the belief that we can’t change the pace of our lives. I support the mindful revolution in schools, but not at the cost of tackling the issues that require it. To be truly mindful in schools, I think we need to find our element and be “in the zone” as Ken Robinson suggests. By finding time for our passion, Robinson contends, we will be more present, more centred, more in the here and now. This is how we should construct our schools. It’s another choice.

Trust is important also.  Trust must be earned, your work as a SLT is far from over when you reach that point. Having the respect of the teachers is not the same as having a relationship with them. Cultivating those trusting relationships is vital if you are interested in creating change (and who is not interested in creating positive change):

All leaders know the power of buy in, but it is not always the quickest road to a solution. However, getting buy in on the front end of change can make a profound difference on the success of any attempt at change in a large organization like a school.

We provide this for teachers routinely, but we rarely ask for it in return. Hearing critical feedback makes us better at providing the same for teachers, and knowing the concerns of those we serve allows us to keep a close watch on that which affects those activities.

Asking question is important. Asking these questions is not magic, but it is a great start for developing relationships through conversations with staff.

As a leader, you have to walk the walk. Credibility has a short shelf life. Even though faculty meetings and PD days are important arenas in which we must excel, we cannot only show up then.

Fullan and Leading Change

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 

Leadership in My Environment

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.

Leadership Reflection for September

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.