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Who has voice?

Photo credit: HowardLake via DIYlovin / CC BY-SA

Photo credit: HowardLake via DIYlovin / CC BY-SA

This past Friday my school along with 16 others who belong to a partnership in the southern region of Adelaide, came together for a conference organised by school leaders. The conference was a great day of learning and connecting, kicked off with an entertaining opening keynote from Dan Haesler weaving stories throughout powerful messages of mindset and student voice. The day culminated with a student panel involving 8 students from four of the schools involved, 4 senior secondary students and 4 upper primary students.

It was wonderful to have student voice shared, which is too often void in education conferences. It was also a challenging experience for these 8 young people to step out of their comfort zone in front of 540 adults, which I am sure many adults would be reticent to do themselves. (Mind you, I think Dominic (REC) was revelling in the opportunity to have an audience, quite the performer!)

Student panel

Student panel with Dan Haesler

Amongst many of the prompts and questions from both Dan and the audience, the student panel responded to, what their favourite day at school would be like and aspects they value in their teachers and how they feel about school.

Overwhelmingly, the message from our students endorsed that they were empowered when teachers fostered their passions, whether that be drama, music or leadership. That the best teachers saw something in them, that they didn’t necessarily see in themselves. That teachers who challenged them and respected their opinions and contributions are the ones they value, along with those who include them to design their own learning.

Additionally, these students used terms like “home”, “comfortable” and “belong” and phrases such as “where I can be me” when referring to their schools.  Multiple warm fuzzies in the crowd.

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 What a great job we have all done, patting ourselves on the back in the audience, warm hearts, big smiles, looking at proof that our efforts have resulted with young people on a stage, confirming how we impact their lives in incredibly positive ways. And what an amazing bunch of young people they are.
But let’s get real….these were 8 SELECTED students out of a possible 4000 in our schools.

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It is not like as school leaders we are going to put 8 disengaged kids on stage who could potentially say “school is shit for me and I wish I didn’t have to go”. Or could we? If we are going to “get real” about impacting on young people, if we are going to face what is truly NOT working in our systems, then shouldn’t we be hearing the voices of those who are the most disaffected?

So I throw a challenge to my colleagues, to my school, to myself. Let us give voice to those who do not get a chance to be heard. Let us hear from students who don’t feel like “home” at school, who cannot identify even one adult that they can confide in. Let us shake up the next student panel and take a risk. If we continuously hear the good stuff, then we are blindly moving forward without the feedback that can make the most significant difference.

Check out the Storify from the day.

Choosing to do the “Right Thing”

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By Paramore [Public domain], via Wikimedia Commons

During the school term, I rarely watch television, so when the holidays hit I tend to catch a few movies and maybe indulge in a series between my mandatory holiday novel binge.  A few nights ago I caught the film “Coach Carter” which I have previously never seen (surprising really, since I am a sucker for any basketball related flicks, especially those based on real people and events).

Whilst there were a range of important themes throughout the film, the most significant for me was ‘doing what’s best for kids’. Coach Carter (Samuel L Jackson) choosing to “lockout” his players from any basketball until they met the agreed grades and expectations. Despite incredible pressure and volatility from parents and the Richmond High School community, Coach Carter sticks to his convictions with the bigger picture in mind.

This is the exact challenge that we are faced with as educators today. Imagine if each of us took a stand for the future of our students, did not bow to the pressures of structures, politics, timetables, content demands and even student resistance and actually chose to push for the bigger picture and imagined what could be.  If you agree with me that 20th century education and paradigms are not best for 21st century learners, then our challenge is to foster the importance of lifelong learning over the immediate gratification of grades. To break the learners focus on being measured and ATARs and instead have them choose learning and personal challenge over being defined by their final numbers.

I am excited by some of the initiatives coming out of Universities now, where they are honouring students who choose challenge over subjects that will gain them the best ATAR (hat tip Flinders University). Especially exciting for girls choosing mathematics, physics and other STEM opportunities. Even greater reason for us to be forging ahead, reimagining the learning to foster ownership and agency with relevant and meaningful work which sees us (teachers and students) as creators, problem solvers, mentors, and instructors grappling with problems bigger than ourselves.

Thanks to David Truss for sharing this gem from a recent Tim Ferris interview with Seth Godin.

“We need to teach students two things:
          1.HOW TO LEAD
         2.HOW TO SOLVE INTERESTING PROBLEMS
Because the fact is, there are plenty of countries on earth where there are people willing to be obedient and work harder for less money than us. So we can not out-obedience the competition. Therefore, we have to out-lead or out-solve the other people… who want whatever is scarce. The way to teach your kids to solve interesting problems…  is to give them interesting problems to solve. And then, don’t criticize them when they fail because kids aren’t stupid, if they get in trouble every time they try to solve an interesting problem, they’ll just go back to getting an ‘A’ by memorizing what’s in the textbook”. — Seth Godin

 

 

Personalising Leadership

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Photo credit: http://www.geteverwise.com via Foter.com / CC BY-SA

When a student in our class in not growing and learning, do we blame the student or try to develop approaches and strategies that might support them? I would hope to think that we try and figure out why it’s not working for them and develop actions and responses.

Why do we not approach the development of leadership in this way. If we truly believe that leaders are developed and not just “born” then leadership, including our own, is a continuum of growth.  I think even the greatest leaders of our time would never suggest that they achieved ultimate leadership capacity.

In our system we define leaders with titles – principal, deputy, assistant principal, coordinator, lead teacher etc. Yet we also know that it is our actions that define leadership and that anyone can demonstrate leadership, regardless of their title or position. At the same time, it is our responsibility as “defined leaders” with titles to develop our own leadership capacity and that of other “defined leaders” in our schools.  Just as we wouldn’t let ‘Johnny’ relinquish in our classrooms, why would we allow our coordinators, assistant principals, deputies or principals to flounder without support.

The challenge in our classrooms is to develop personalised approaches to improve each learner. The challenge in our leadership teams is to personalise approaches to improve each leader. Just as in the classroom, sometimes our approaches work immediately and other times they do not, but we must not give up.

I feel that our most powerful weapon as leaders, is continual reflection on what is working and why, and what is not working and why. A principal/deputy/assistant principal who blames individuals for their lack of achievement, their misunderstandings or shortage of actions, is not reflecting inwardly and not taking responsibility for their role in that person’s leadership development. Isn’t it much easier though to play the blame game, deflecting any part in the whole growth process.

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Getting the Right Fit for the Greatest Impact

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“Square peg, round hole” image via Flickr – Yoel Ben-Avraham

If you are interested in developing leadership, apparently you are not alone, it seems it is quite big business, you do not have to look very hard to find a range of views, top 20 “characteristics” or strategies to improve it! We should all be experts right? Well seems it’s not that easy.

Leadership, just like teaching, learning and coaching, involves people, and thus relationships. If you want great results, you need great people to have those relationships with.  Companies that are revered for having great cultures, Google, Netflix etc are also in the position to choose/hire whomever they want.  

Additionally, having a great culture means that you can attract and keep great people. The greatest challenge is how you create a great culture whilst you have people that aren’t people that you would actually choose to employ but instead have inherited.

These answers are few and far between! Just like in professional sport, some incredible players perform better under certain coaches and systems than others. As do players who may not possess “superstar” qualities, seem to shine in some teams, in particular circumstance than at any other time or in any other place.

What I am trying to get at, is that not even the best players/people are going to thrive in circumstances that are not conducive to their set of skills, expertise or interests.  It does not mean that they are less impressive, nor does it mean that the leadership is not effective.  It means that it is just not the right fit.

Just because an impressive dessert chef will be under-utilised in a McDonalds cafe, does not make the McDonalds unsuccessful. It means that their purpose does not marry.  That is not to say that we should not be looking at the talents within our buildings and try to utilise people’s passions and interests. It means that sometimes, trying to find a perfect fit, does not align with the vision/purpose of the school and each time we veer away from our intentions, we use time and energy that could otherwise impact on our success.

 

Leadership Lessons from Future Schools

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photo by Diz Play via Unsplash

I have not previously attended a conference stream dedicated to leadership, in fact, most of my professional learning, in regards to leadership, has occurred through reading and actual practice (with the exception of a few sessions with Prof David Giles -Flinders Uni). I believe that investing time into intentional leadership development is critical. Being a good teacher does not equate to being a good leader, and the greater the responsibilities gained, the more there is to juggle, the greater the necessity for, vision, philosophy and strategy applied to leadership rather than just being hardworking, approachable and reliable (which can only get you so far).

There were a few critical “aha” moments during my Future Schools the first emerged during the presentation by Darren Cox, Principal St Phillip’s Christian College.  Darren spoke passionately about his approach to leadership and that we must have the same belief in our staff as we do in our students, this MUST be your starting point.  How often do we “write off” certain staff members in our school, waiting for them to retire or move on, placing them in groups with each other because “they’re not going to do it anyway”, labelling them a “lost cause”? I think this is even more evident in South Australia with the removal of tenure, but it makes it even MORE crucial that we don’t default to this attitude. Dylan Wiliams would refer to it as the “love the one you’re with” approach.   If we perceive every staff member as valuable, that they can grow, that they can contribute in powerful and meaningful ways to the culture and learning in a school, won’t this be a more powerful foundation for change?

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Further on from this, Darren passionately spoke about developing culture. Whether you can identify what your current culture is, developing this shared cultural identity and then as he referred, making each other accountable for this culture.  I am not particularly fond of the word accountable, because I see it as a top-down approach.  I would like to think that the development of a truly shared culture would mean each individual would feel a sense of responsibility and furthermore, hold each other responsible.

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I always love a good sports analogy, and with a HPE background, Darren did not disappoint. His examples reminded me of basketball teams I have been a part of and the “reputation” each group had. Whether it be that we were aggressive defensively or offensively, owning that reputation meant that we could pull others up if they didn’t dive on the ball, or take a shot. It wasn’t taken personally, because we had created that reputation together, we owned it.

So here lies the challenge for our own journey of creating culture at my school, which has already begun.  How do we share a responsibility for our culture, so we can hold each other responsible in a way that builds culture and doesn’t bust it!

Co-Learning @ FutureSchools

This week I attended the Future Schools Conference in Sydney with two colleagues from my school. The value in taking teams to conferences, is in the conversations and perspectives you gain. This one was no different and Melissa Mulholland and Alison Buse were wonderful co-learners.

Whilst we had opportunities to explore a scope of ideas and takeaways from the range of presentations over the two days, it was the on the third day during our time spent reflecting and challenging each other to identify key immediate actions, short-term (semester actions)  and longer term (within the year) was where the true value lay for me.

Previously when travelling interstate, the pressure to reduce costs often means that there is a rush to the door to catch a flight home, evident by the numbers who attended the final keynotes in each conference stream.  

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When booking our accommodation and travel, I was unaware that a significant event (MARDI GRAS) was on in Sydney and the flights reflected this significant event. Resulting in being cheaper to stay the extra night and fly home the following day. This turned out to be a valuable turn of events.

After checking-out from our hotel, we headed down to The Rocks at Sydney and found an amazing cafe The Fine Food Store (with WIFI).  Over a delicious brunch we discussed and identified the various valuable learnings from the conference and planned for “what next”.

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Combining good food and good conversation with @MelissaMulh & @MissBuse161

As two young leaders in my school, Mel and Alison demonstrated such a commitment to their own development and the improvement of our learning community. It reminded me how fortunate I am to be surrounded by passionate, enthusiastic, committed educators. It also reinforced how crucial it is to tap into people’s passions, talents and skills.

So for my first takeaway from Future Schools 2016 ……. if you can, plan to include immediate time to reflect, review and plan actions together after attending a conference. Absolute bonus if it’s interstate, and you’re on Sydney Harbour, the sun is shining and it’s 28 degrees.

Potential vs Opportunity – how schools impact on Social Mobility

 

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Cartoon by Kevin Kallaugher

I love the word potential. It is full of hopes, dreams and possibilities. I believe we all have unlimited potential and the journey of our lives is how we cultivate and utilise opportunities to achieve our hopes and dreams. There are however challenges in how many opportunities we can create and how many opportunities we have access to. Unfortunately these challenges are harder for some groups than others, and as an educator, as a parent, as a human being, this frustrates me.

Public schools in more affluent suburbs have self-fulfilling prophecies. They attract their cohort because of their perceived success and have success because they attract affluent families.  This does not necessarily correlate to good teaching and learning, but it does mean that they can demand more of their families in terms of contribution; be that money; devices; uniform; or extra-curricular involvement.

As schools increasingly innovate and utilise technology to improve learning, this generates a greater disparity for schools with higher numbers of low-SES students. If schools in more affluent communities can insist (as does my own children’s school) that families provide a device (in my case an iPad) for middle school and another for secondary (in my case a Macbook Pro), how does this leverage opportunity?

There is undeniable evidence that when students have access to technology it increases their opportunity for learner led construction of understanding and personalised learning. If schools are able to demand the best of devices to be accessible to individuals 24/7, this of course enables a range of innovative approaches including the breaking down of traditional education. When students do not have access 24/7, this limits the opportunity for schools to challenge traditional systems, approaches and structures and ultimately makes it more difficult for them to foster and cultivate learning that leads to critical, creative and independent thinkers who can leverage a range of technologies.

The ultra-conservative approach to education reform and funding is failing a significant proportion of our young people to compete with their privileged peers. I do not believe for a second that the young people I work with could not have the same opportunities as those living in the leafy greens. In fact, I truly believe that the resilience and determination embodied in their daily actions would lead to the achievement of even greater potential if they were afforded the same opportunities as more affluent teens.  
If we do not address this issue, and do not support schools by subsidising technology in lower SE areas, then we will not long see the limitations upon social mobility, further widening the gap between the rich and the poor.

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