Questioning the purpose and function of schools and systems is an ongoing pressure point for me and is founded in my Foucauldian inspired adolescent exploration of governmentality. The dichotomy of rigid curriculum and testing versus the emerging essential employability skills of collaboration, flexible thinking and empathy challenge the systems and approaches we are comfortable and familiar with in schools.
In the past I have been fortunate as a teacher to embrace different approaches, taking risks and challenging the status quo with freedom. When I was first afforded the responsibility of establishing a learning environment for young adolescents with learning disabilities, I didn’t hesitate to approach the challenge with a fresh perspective not bound by previous experiences (I had none) nor templates (there wasn’t one in the school). This granted, with the incredible support of the school leadership, the opportunity to create learning that was personalised and authentic for the young people and staff, and not contrived or bound by curriculum or structures. This meant that in my first year, students utilised a range of technologies and had dynamic learning experiences including, but not limited to; blogging, passion projects, Identity Days, international collaborative projects, thematic units, authentic work placements and personalised reporting based on skill development and growth against individual learning goals. Not the traditional industrial model of education that is the state of affairs in similar settings, but a modern and responsive learning environment.
Since that time I have been fortunate/challenged to move into a range of leadership roles across the school with responsibility for a spectrum of key areas. This year has seen my responsibilities include oversight of whole school curriculum.
It may be reasonable to suppose that the greater the perceived power in regards to a leadership role, the more influence you would impart on the innovation of curriculum design. Furthermore, that approaches modelled would evolve and amplify with the expansion of innovative approaches and perspectives. Unfortunately, this does not occur organically and just like every young person, each adult is on a personal learning journey with their own prior knowledge, preconceptions and experiences that either curb or drive their openness to new approaches and willingness to take risks and challenge their own conventions.
I am continually reminded that my own zealous approaches to learning new educational approaches and my areas of foci are not necessarily shared by others. This is not to say that many are not equally if not more devoted to the exploration of their educational priorities, it just means that our approaches are informed by different influences. This is by no means a negative, it just relies on greater self-awareness on my behalf when I approach the leadership of curriculum design, trying to ensure a shared purpose and understanding.
Over the past two days, I facilitated the screening of the educational documentary “Most Likely to Succeed”. The film is a commentary on reimagining the American Education system with a particular focus on one model, San Diego school, High Tech High. Whole staff participated along with a handful of middle school students and were provoked by virtue of the film to consider what sort of learning environment is most likely to “succeed” in the 21st century.
It became apparent from the reflections shared that some had previously grappled with many of the ideas and provocations in the documentary whilst for others, the ideas were unfamiliar and even confronting. Most staff felt inspired and invigorated by the possibilities and models presented in the film, however, for a few, it left them feeling overwhelmed and disheartened. The challenge moving forward is how to foster the inspiration to develop different approaches to our current curriculum design and ensure staff who were overwhelmed are nurtured and supported to feel empowered.
The critical takeaway in regards to my current role from the models presented in the film is to have teachers see themselves as powerful designers of learning, not hampered by ticking content boxes, but instead supported to facilitate deep and meaningful learning opportunities with students.
If you haven’t seen the film, I highly recommend it. See below for the trailer and this review by Vander Ark is a fair synopsis.