Tag Archives: real world

Friday Reflection: October 20

19 Oct

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Our students need the skills to know when they are being manipulated so they can take control of their learning and their life. They also need to know that if they get a recommendation from a company to purchase something, they don’t have to buy it. They need to be able to spot fake news. They need to be critical thinkers. They need to be sceptical, curious, and critically consider what will be best for them. That’s our job as educators. It’s about encouraging learners to have a voice and choice so they are intrinsically motivated to want to learn.

Let’s help them navigate the new world of what some call “personalization.” But let’s be clear what that means for teaching and learning and fight for our students so they are the ones personalizing their learning experiences with teachers guiding the process not a company that is using their data to tell them that they know best how they learn.

We need students that are not “compliant” following the leads from a company based on clicks. They are so much smarter than we give them credit. We need to encourage learners at a very young age to learn how to learn, to reflect on their learning and to be the ones in control of their learning so they are lifelong, self-directed learners.

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Employing Staff

10 Oct

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Selecting new staff can be one tough job. I was recently asked how I do this at a job interview. I often think about where will this person sit in the staff-room. How will they fit into the jigsaw. Here are some of the things I  believe about recruiting good people who are, in a healthy culture, set to become great teachers:

How much time do I spend on the qualifications and experience of candidates? 

Once I know that a teacher is Ill-trained, I am interested primarily in their personality and passion for learning and working with young people. I are looking for a bright individual with the potential and desire to learn and grow … more than an accomplished history. I need subject experts; I also need people experts. Both have (and will need) time to develop these skills.

How interested am I in things like classroom management techniques? 

I want to know what people do for fun. What do they like to read? Have they a passion for music, sports, the arts? Have they skills or interests that are interesting? An engaging person doesn’t need to worry about classroom management.

What are the most vital things I want to know? 

I want to know that prospective teachers have an absolute conviction that all students can learn. That character counts. I want them to assure us that they are learners themselves, therefore I are particularly interested in their technology skills and their willingness to become amazing teachers.

What am I thinking during the interview? 

I tend to visualize teacher candidates sitting with colleagues in our faculty lounge. I think about them at our Christmas lunch. Will they be the ones who help clear up and then stay afterwards, or will they quickly eat and leave? Will they fit in the team? Will they improve the team? Will they inspire students?

Have you any tips for me?

 

Helicopter Institutions

4 Sep

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It is Mock Exam time at our place next week. It is a busy term with a variety on. We are busily running extra sessions for students so it made me question: Does the presence of extra sessions, Study Days, or 24 hour access through the flipped classroom give the message to students that even if you produce minimal work in lessons then there is still time for you to catch up later on? Are we creating a helicopter institution?

I chatted to a knowledgeable student today and posed this exact question about additional catch up sessions.  They came up with a number of reasons in a balanced way justifying their place, and even their removal, from school.  One of the biggest things he said was that the presence of them might be giving students who “can’t be bothered” a reason to choose not to do any work.  The knowledge that they could catch up at a later date might allow them to pick and choose when they wanted to do anything in actual lesson time.

With the creation of additional sessions after school, are we inadvertently creating two schools?  With the school day ending does another one begin?

Are the pressures of teaching being passed onto students?

With the increased levels of accountability and pressure for results, do teachers feel that they are required to run these sessions to fulfil targets?

With this in mind, is the expectation and requirement of students to attend these sessions actually removing the love of learning?   Are additional sessions shifting the responsibility for student’s grades from the student and onto the teacher?  Does it feel like we have to work harder to get students through their NCEA or National Standards?

With workload itself being a national talking point, are we laying more pressure on teachers to not only teach their timetabled lessons, but to also teach additional lessons outside of curriculum time?

Because we want the best for our students, and we want to ensure we have the best results possible for our own professional progress, do we feel that we should be doing these sessions?  Is that part of the problem though?  If they weren’t rolled out in schools would students work harder?  So can we be that little bit better at using catch up classes?

Supporting Your Students

3 Sep

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When students struggle, many of us see the vastness of their struggle and try to solve it all at once. We end up throwing the kitchen sink at them, trying to fill in every gap and meet every challenge they face. But when students struggle in class, they are struggling for a specific reason. Sure, they may have several learning gaps and challenges, but at that moment, their struggle can usually be tied to a very specific learning gap or challenge. Rather than try to fill EVERY need a struggling learner faces, we need to target what they need right now. The better we are at pinpointing their specific source of struggle, the better we will be at solving it. Acceleration helps us target the source of students’ struggle today and quickly get students back on track so that they can be successful immediately. We should always remember that our students are not problems waiting to be solved but gifts and should be treated with dignity.

CONNECT 17

21 Aug

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I had the pleasure last week to be involved in the NASDAP national conference. There were an abundance of great speakers which I will reflect on in the coming weeks. Here are my thoughts as I reflect a week later:

Andrew revisit your Vision as a School Leader:

Take some time out and reflect on the reasons why you stepped into the school leadership role. What was it that you had hoped you could achieve? What was the legacy that you had hoped to leave behind? It takes courage to have a big vision and as a school leader, wanting to make a difference to the lives of future generations, your vision will be bigger than most.

Andrew reflect on your values: 

It is highly likely that with the challenges that have arisen as the result of the new education innovation, that there will have been times when you will have found your values severely tested. When we are under stress we can sometimes find ourselves behaving in ways in which our values are severely compromised, we find our -selves becoming disillusioned and if pushed too far, deciding to jump ship.

Andrew find support:

You can’t do it alone! You are not superhuman and really there is no such thing as a super head! All school leaders feel pain, anger and frustration. The problem is many school leaders seek to hide their true emotions both from themselves and others.

When we ask for help, we may find that we open the door that leads us to becoming a bigger vision of ourselves. 

Bringing Staff Together

31 Jul

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A key test of our  leadership is the degree to which you are able to inspire and motivate others, so that others feel both willing and able to turn your dreams for your school into reality. But …. as  you well know this is a task that is easier said than done. Uniting Hearts and Minds. The reason why so many leaders become exhausted by the whole school development process is because schools are complex organisations to lead and manage. A school is not one homogeneous identity. Far from it. Schools are complex and dynamic structures because they are made up of individuals from a diverse set of backgrounds, cultures, histories and values. It can be argued that much of the process of school improvement is about enabling others to value and respect each other’s perspectives whilst at the same time learning how to bring these differing perspectives into alignment, so that all are united in both heart and mind around achieving the school’s core vision and purpose.

Early Findings

30 Jun

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Our HOF Inquiry this year has been the following:

What will an innovative learning environment look like at Sacred Heart Girls’ College New Plymouth?

Recently I added this particular clip by Charles Leadbeater.

I am now reading the findings of the inquiry along with the HoF group. We are discussing next steps. I believe the following are key conditions that can make a difference:

  1. A vision for learning is incessantly and clearly communicated

What is our vision? Make sure you know where you are going.

  1. Learning is future-focused

The world is changing, make sure the learning context recognises this. Observe the students, how they work and communicate. Email is becoming obsolete. Find different ways to assess e.g. make a website or tweet an answer.

  1. Culture takes time and perseverance

Once you have the vision – prioritise your steps. The reality is, change will take time. If you believe it, be resolute. Help those who are struggling to change, but stick to your guns.

  1. Be student centred

Do students have voice or agency? Put current practices through the ‘learning’ filter – do they still belong?

  1. Equipped and supported staff are essential

Vision + ‘Learning’ Filter = Regular PD to support through change. (Fullan)

  1. Technology is an environment for learning, not the driver

Students live in a world of technology – the school-world needs be relevant.

  1. Relationships matter

In the midst of all the learning, technology and activity nothing matters more than quality relationships. Students need to belong, be known, valued and accepted. This is only achieved through relationship. Our GEMS programme is central to this.

  1. Learning is authentic

Set in a real-world context, skills will be learnt readily when there is purpose.

  1. Creativity and innovation have expression

There will always be barriers to innovation, find ways to break or go around them. Support those who are willing to make the first step and embrace failure. See an earlier blog on this.

The inquiry continues.

Improving Pedagogy

21 Jun

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In my opinion the best way to improve pedagogy is to speak to the students who are in the classrooms. Recently our students provided the followed recommendations to us through the curriculum survey which I thought were worth sharing:

  • less teacher talk: which we are thinking about making this a class challenge: How can we give you the student more opportunities to just get on with it AND make sure you have the instructions you need?
  • More hands on: they just crave opportunities to make and create. Make tasks relevant.
  • Clarify what “progress” means: students don’t seem to understand the role of activating prior knowledge and that learning is evidenced by growth from that base line (this may mean we have to also vary the way we collect this prior knowledge)
  • Continue the learning assets (e.g. self managers): students understand and can articulate these as they give a framework they use to improve and set goals – maybe include these in the letters students write to their new 2015 teachers.
  • Maintain the excursions as they love them for the powerful information and shared experience they provide.
  • Keep connecting to the community: they enjoy learning from experts in the community. Again see the point regarding relevant learning and assessment tasks.

Curriculum for the Future

30 Apr

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The future of teaching in schools is a current, very complex education issue. Teaching is being informed that it must change and retain a focus on core skills to develop students who can participate in our 21st century society. Transformation of practice is often cited as a key goal for teachers’ and their curriculum to achieve these expectations.

Last year I attended an online webinar around future curriculum. This in-turn set underway our future curriculum review.

There are 3 important drivers of this conversation;

    1. LwDT; over the past 25 years technology has been used to amplify our teaching methods, engage students with their learning and make educational infrastructure more efficient. Today, technology can transform teaching, classrooms and schools in ways we never considered possible 25 years ago. Individual teachers and some schools are exploring breathtaking innovations…educational innovation is as diverse as it is spontaneous and irregular currently.
    2. Brain science; growth mindset, mindfulness, the science of learning has revealed significant new insights into how students learn best and the unique nature of each students learning. We need to focus on developing the intellect of each individual and concede that the teach content and test content academic model falls well short in the 21st century.
    3. The future needs of students; to ensure they can be active participants in a 21st century society where citizenship, career and communication are envisaged to be so different to existing contexts.  We need to understand and cater for students, perhaps our brightest students, can now genuinely consider creating their own job rather than go to university or follow a traditional career path.

In order to develop students who are best equipped for the future a new core set of skills have been identified as being essential for successful participation in the 21st century economy and society. They are usually identified as;

1. being creative and innovative in their thinking

2. being able to collaborate, sometimes over distance

3. being able to problem solve

4. being able to communicate well in a different modes

5. being entirely comfortable and innovative with LwDT.

A key to this thinking has been Michael Fullan’s work around the 6Cs. Watch this space.

Curriculum Inquiry: Easter Reflection

18 Apr

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The focus of our HOF Inquiry is curriculum development. If teachers develop a high-quality written curriculum, but fail to implement it then their work is the equivalent of motion masquerading as progress (Parker, 1991).

Curriculum development is much more than an inquiry, unpacking standards, or meeting once a week. If teachers spend their time focusing on the taught curriculum they will be able to greatly impact student achievement.  “When school staff have a more informed conception of curriculum, a teacher’s daily decisions about how to deliver instruction not only affect student achievement in that classroom but also future student achievement, for it is assumed that students will be entering the next classroom prepared to handle a more sophisticated or more expansive level of work” (Zmuda, Kuklis & Kline, 2004, p. 122).

Our inquiry should be about answering questions. “If you want to make discoveries, if you want to disrupt the status quo, if you want to make progress and find new ways of thinking and doing, you need to ask questions” (John Maxwell, Good Leaders Ask Great Questions, 2014). Here some key questions for HOFs that I have come across.

  1.  What are the key concepts we will address in this course?
  2.  What are the key skills we will address in this course?
  3.  What are the priority standards for this course? How will we ensure that these standards are emphasized throughout the year?
  4.  If I had a daughter enrolled in this course, would I be satisfied?
  5. How will we implement the 4 Cs (Critical Thinking, Collaboration, Communication, and Creativity) in curriculum, pedagogy, and assessment(s)?
  6. Will we use LwDT to support teaching and learning? How? What are the goals?
  7. Are there opportunities for student-led lessons or is every lesson dictated by the curriculum and teacher-led?
  8. Are there multiple options for personalized learning throughout the course?
  9. Does the course incorporate student-led questions which deepen student understanding?
  10. How will we measure student understanding?
  11. Are we designing authentic tasks for students?
  12. What is the role of formative assessment in measuring the written, taught, and understood curricula?
  13. Do we have a plan for when students don’t learn?
  14. Does our learning space support student understanding of the key skills, concepts, and soft skills that our staff has identified as important?
  15. How often do we meet to discuss teaching and learning?
  16. Do we analyze career readiness indicators? What is my role in supporting college and career readiness?
  17.  Do teachers have the opportunity to provide ongoing feedback regarding the school curriculum?

 

 

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