I have spent a lot of time thinking, reading and talking about how to improve professional development and meeting structures. The early focus was in considering how to make meetings meaningful and productive, where everyone’s input was essential. Since that time I have endeavoured to develop structures and models that ensure that all required time together, whether that be professional learning of the entire staff or small team meetings, be essential to all those involved.
Last year, as Deputy with oversight of curriculum and PD, I knew that not only did I want to rethink the structures that support our student learning (stay tuned post to come), but I also wanted to rethink the structures that define our staff learning. Fortunately, I work in a school where the leadership team are open to approaching things differently.
This led me to think about what needs our previous formats fulfilled and whether they reflect the significant changes in the way we collaborate as professionals today. My conclusion was that in a transparent and open environment, where ongoing communication, feedback and input is fostered, the formal meeting procedures are not necessary.
Our meeting structures were very typical of most schools. Our whole staff meetings were structured by an agenda and run by a chair, with minutes taken. The agenda was dominated by the delivery of information with intermittent opportunities for staff to provide input. Predominantly the information was relevant to most but not all, sometimes, only relevant to a few. Staff were generally accepting and compliant of being talked at, however, this was completely in contradiction to the discourse we aspired to promote in classrooms. Our school’s vision is driven by developing creative, vibrant and resilient learners guided by knowledgeable, innovative and passionate staff. These meetings were certainly none of these things as a standard.
I may be being extremely critical here because having recently sat in a very traditional and boring meeting run by an external facilitator outside of education, I know that as a school we have come a long way in our structures that relate to PD and meetings. Continuous development and growth can go unnoticed, and I know that others who come into our structures are surprised by the way we facilitate staff collaboration.
Nevertheless, by the first term break of last year, I was already frustrated by the manner in which we were continuing to conduct our meetings and professional development, and ultimately I am the one responsible.So hand in hand with the opportunity to shake up our teaching timetable structure came the opportunity to shake up how we come together and collaborate as staff.
My experience in schools has been staff meetings and professional development occurring at the end of the day. Personally, as a participant in PD or meetings, the end of the day was always a challenge. I had a growing pile of emails and marking, not to mention I was fatigued from a day of work. If I learnt a strategy or approach in a PD session I had no opportunity to put it into action immediately as my teaching day had ended. My energy was low and I was less likely to contribute as energetically or spend any time reflecting on how the PD was relevant to my practice. As a facilitator of PD or convener of meetings, I was always conscious that others involved potentially felt similar. I would try to streamline the meeting structure as much as possible, not to keep people longer than necessary, and I would try and facilitate PD that was meaningful and interactive with a range of success.
So what did I do about it?
Initially, I looked at what we had historically used meetings for and I asked questions about the purpose of these meetings.
- Can the information be communicated in a different way?
- Is the information necessary for all stakeholders?
- Do staff have the opportunity to contribute and how is that possible with over 80 people involved?
- How long do meetings need to be?
- What happens when critical information needs to be shared but doesn’t align with meeting days?
This resulted in 5 aspects that I wanted to drive the structure of meetings.
- More personalised, only those who are invested or required need attend
- When it can be communicated in a memo or email, then so be it
- Keep gatherings short and targeted so that there is no time to waffle or waste time – so short that people can stand during the meeting
- Utilise the morning when staff are alert & can immediately act, or put strategies/learning into practice
- Allow flexibility for staff to schedule time for their own collaboration with peers
As a firm believer in the power of language, I also knew that in changing any structure, I had to think about how the terms we used would inform a change in approach. I considered how language often dictates our expectations. If we have only experienced meetings in traditional ways, then we tend to expect the same. So “huddles” became the word I used to describe how the new approach could work. Huddles for me implied short urgent periods of time when teams come together to share critical information or make collaborative decisions that are relevant to everyone in the huddle (my basketball background influence).
Whole staff after school meetings were eliminated.
Morning Huddles were introduced: a maximum of 30 minutes starting at 8:30am and scheduled via our Learner Management System (Daymap) so that all staff can see scheduled times on their teaching calendar. Huddles could be used for whole staff quick touch base, teaching teams, year level teams, quick PD, PLC’s, professional practice, committee and action group planning – pretty much anything that means bringing a group together to collaborate.
Three weeks in, there has been a range of positive feedback from staff. No after school long, drawn out meetings has meant that staff are free to utilise their afternoons to work in their teaching teams to plan and design or even to go home!
This time last year, whole staff were scheduled to have spent up to 480 minutes together in whole staff or Learning Area meetings. This year staff have spent up to 390 minutes in required sessions which have mostly been Professional Development. So already in the first three weeks of school, staff have gained an hour and a half more to utilise for their benefit.
What have I noticed?
I have seen more staff choosing to use their afternoons to catch up with their peers to program and design learning and I have seen five optional Professional Development Huddles offered (in just 3 weeks) in the morning with fantastic staff buy-in. These have included Google Apps, designing and using flexible learning spaces and strategies to facilitate responsible behaviours. Previously optional sessions run at lunch times, before or after school would attract minimal staff, which is always discouraging.
Time will tell if these structural changes facilitate the professional practice we aspire to achieve, but so far so good!
Part of my leadership responsibility is to oversee professional practice at my site, which I see as a responsibility to foster and promote a professional learning culture.
A professional learning culture is one in which we, as educators, are committed to our own growth and development as professionals as well as that of our peers. It grows out of a desire to continue to develop our knowledge and practice and to maximise opportunities for learning. Such a culture is integral to the high-quality teaching and development of innovative approaches to learning that we aspire to at my school. It means that, as leaders and teachers, we see ourselves, and are seen by others, as lifelong learners both of the speciality areas we teach and the practice of teaching itself. With education rapidly changing, we play a role in determining what “education” means in our context. This means that we need to continue to keep up to date with new developments and opportunities.
Every leader is critical in fostering a professional learning culture within a school. It is not only classroom learning or an individual teacher’s learning, instead, it is a commitment to learning as a valued activity in its own right, whether that be within formal learning settings or informal settings. It is also our disposition to learning that is critical. Are you engaged with issues and questions related both to your speciality areas and teaching and learning? Are you enthusiastic about sharing and learning with others, whether they be young or old? Are you actively engaged in the practice that is happening within our school and others? Do you model and champion an inquiring approach to professional practice? This is more than just keeping up with the latest initiatives, it is opening a dialogue and examining whether those initiatives are applicable to your context and whether the iteration of such initiatives can be developed to improve them for your community.
Dialogue is critical! As a profession, our growth is dependent on interactions with others whether they be students, peers, leaders, experts or industry. A professional learning culture requires collaboration in formal and informal ways, where the sharing of expertise and experiences benefits all. Observations and walkthroughs are effective ways of sharing and celebrating practice and opening opportunities to engage in professional reflection. A professional learning culture also relies on the essential input of students, the extent to which cannot be underestimated.
Whilst at my site we have established structures to support a Professional Practice Program, our professional learning culture is dependent on each and every individual, embracing and modelling a learner disposition.
Really keen to read and hear about other examples of work around professional learning cultures. Feedback and input is awesome!
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.
The tipping point of leadership occurs when you stop blaming others for your disappointment, frustration, or bitterness.
— Dan Rockwell (@Leadershipfreak) April 1, 2016
— Dan Rockwell (@Leadershipfreak) April 2, 2016
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.
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?
— Rhoni McFarlane (@rhonimcfarlane) March 3, 2016
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.
— Rhoni McFarlane (@rhonimcfarlane) March 3, 2016
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!
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.
There are a range of different representations of the concept of innovation in schools. It’s a word that I don’t particularly like to use, in fact when my school was looking to name its new collaborative open learning space I strongly contended for the word “innovative” not to be included in the label.
Buzz words fly around business and education continually as we reevaluate what it means to develop successful organisations. This is even more true now as change accelerates with modern technology and access to a global learning and business community. Just recently my son’s school rolled out their new promotional campaign of being “Future Proof” claiming the aim is “teaching children at all ages to be happy, resilient, adaptable and inquisitive, … future-proofing its students, to be the leaders of tomorrow.”
The Edtechteam promote the “Future Ready Schools” initiative, claiming that “Future Ready means having a comprehensive approach to the technology integration”. Furthermore they claim “Being Future Ready is a mindset, not a destination… In order for students to have agency, learning should take places in inspiring spaces where teachers are empowered to make instructional decisions.”
I think we spend a lot of time generating labels and linguistics to represent modern learning and modern spaces and by the time they are adopted, things have changed once again. It’s no wonder schools and teachers become overwhelmed and even despondent as new ideals are continuously rolled out.
So where am I going with all this? Well for me it’s trying to make sense of how I can be part of a leadership team that supports and develops continual and sustainable change in a school without it feeling like an entire makeover every year. How can we develop an emerging culture that embraces disruption as an ongoing response to making choices about what is best for kids in the now, which could ultimately mean rapid change in some respects in short periods of time. A definite challenge, but ultimately what choice do we have if our ambition is to do what is right for kids?
“The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.” – Michelangelo
When we think big, dream big and aspire to be great, we can see the purpose of today, tomorrow and next week and not become stifled by little set backs. When we focus on just getting through the day or the week, never to give light to what may be, then perhaps we will never be moving towards something greater, but instead be caught in a process of complete and repeat.
As I aspire to develop learning opportunities for kids, I will not apologise for thinking grand. I want to foster experiences for these young people, beyond anything I could have imagined myself at their age. I know the possibilities that intoxicate me now will ultimately change as our world continues to evolve but that just means my vision for what is possible changes too.
Our families are crucial to our success and the risks we take in our Unit. Without their support we would not have the freedom to push boundaries, try new things and ultimately make mistakes. Involving our families and providing them with voice is essential to developing the trust this requires. The introduction of our Unit Blog has provided a space to connect and has been an amazing avenue for sharing our experiences in “real time”. The truth is though that not all our families have access to the internet nor the inclination to get online to see what has been happening. It is thus important for us to connect and involve our families in multiple ways.
Connecting with our families using texts messages and sending pictures via mobile has proven to be a great way to engage them in real time. We almost use this in a similar fashion that most would use a twitter account. We send out general reminders, updates and information. We also share photos of what we are doing and places we go. One consideration we negotiate is having students who cannot have their images shared on social media. This means these students are never included in photographs on our blog, in our newsletters or on our YouTube channel. Sending pictures via our mobile means these students can still share these experiences with families and carers.
We engage our families in many other ways including open forums, technology workshops, student led expos, family conferences, celebrations, volunteer opportunities and invitations to participate in learning experiences. Our reporting process (Semester Reflections) is another way we ensure that our communication to families is valuable and meaningful. This was a priority for me when I came to my current site and I was very fortunate to be given the flexibility to start from scratch. I wanted to ensure that our families knew we were responding to their children as unique individuals. This process continues to evolve and it is through the feedback we solicit from our families that we continue to develop and grow.
Even with having close friends and family whom suffer from depression, I don’t know that I will ever truly understand how debilitating it is unless I was to suffer it myself. What I always endeavour to do, is listen, read and educate myself as much as possible and continually develop my own well being.
In saying this, I recently watched this TED talk by Andrew Solomon; Depression, the secret we share (it is 30 mins, but well worth viewing). It reminded me that depression can strike at any time for anyone and that each individual’s experience is as unique as themselves. It made me conscious of those I know whom suffer from depression and their loved ones and families. It also made me think about the people I work with both young and old and how we can be oblivious to much of their own secret suffering.
George Couros recently shared this HBR article When You Criticize Someone, You Make it Harder for that Person to Change which reminded me of some experiences I had many years ago.
The article addresses research conducted by Richard Boyatzis on “how coaching affects the brain differently when you focus on dreams instead of failings.”
The research suggests that when you focus on positive goals and dreams, your brain is open and ready for change whilst any focus on what is deficient will result in the shutting down of these same brain centres.
Throughout my sporting endeavours, I was fortunate to be involved with elite athlete programs where I participated in sports psychology and physiology training. One particular program I was involved in showed how this understanding of positive vs negative input can effect performance. As my sport was basketball, the activity I was asked to perform were foul shots. I was required to shoot six rounds of foul shots (I believe each round I took 20 shots with breaks in between). The first two rounds were under “normal” conditions. The next two rounds I wore headphones. The messages I heard during this round through the headphones, were extremely negative and included general put downs that were not specific to basketball. Things like “you always let the team down”, “you will never be successful”, “why do you even bother”. The final two rounds had me again wearing the earphones, but this time the messages were extremely positive. “You can be what you want to be”, “you will be successful”, “you can win” and so on.
The results were no surprise, my shooting percentage rapidly declined under the bombardment of negativity and increased when receiving positive messages. This experience taught myself and my peers at the time, how important it is to remain positive and maintain self-belief.
For me, the TED talk and this research article express the importance of always focussing on the positive. Not only is criticism not going to elicit change in anybody, it may be that on that day, at that moment or in that space, it may be something that has a detrimental impact on a student or an adult, greater than you will ever know.
So my takeaway is – Don’t spotlight the deficits, always focus on the hopes and dreams and work towards finding ways to achieve them!