Over the Christmas break, I spent a great deal of time reading, listening and watching a wide range of media. I have consumed more than I should have in relation to US politics, plus research and discussion on climate change and current environmental concerns. I live by the philosophy of know better, do better so this culminated in a range of actions and lifestyle changes including choosing to eliminate meat and dairy from my diet, establishing a worm farm to reduce wastage and a range ethical shopping changes. Several realisations ensued, in particular, how hard it is to determine the ingredients or origin of many products that I would normally purchase with the assumption they are locally sourced. My growing understanding was also supported by healthy debate and the need to justify my actions to a range of friends and family. Some were quick to raise stereotypical vegan memes whilst others acknowledged they could probably make some better choices themselves. My learning was self-driven, in my own time, at my own pace and to be honest, when I was most open to acknowledging these issues and I had space and time to respond.
Until widespread access to the internet, there was a ceiling on learning, limited to the expertise of the teacher, whether that be formal settings such as the classroom or the parent-child relationship. Now that ceiling is broken and we are inundated with information. Our greatest challenge will be to create environments where our students can design their own interesting questions to answer, not teach them answers to questions that already exist. Creating learning that is active as opposed to passive about issues they actually care about or create their own responses to issues that don’t have straightforward solutions. We should endeavour to construct space and time for them to delve into issues that are meaningful to them and then provide the time to enact responses and changes themselves, whether personal or within their community.
Opportunities are endless, but our time is limited, so what we value most will take precedent. My goal this year, is to question these priorities on an ongoing basis. To keep in check, that what time is being used, and the choices I make about other people’s time, whether they be staff or students, is used to address the most important priorities.
Today the South Australian Government and the opposition made announcements regarding intentions to make it easier to prosecute families of students who truant. AAAARRRRGGGGHHHH.
Don’t get me wrong, chasing up attendance and connecting with families, some of whom don’t seem to mind that their teenager prefers to stay home, is one of the most frustrating aspects of my job! However….and that is a BIG HOWEVER….. not for one minute do I think that the solution to any social issue is best addressed by punitive approaches.
If we want families and young people to value education we need to build communities that value learning, and hold teachers in high esteem. If we want communities to value learning and hold teachers in high esteem, then we need to ensure our system is able to facilitate opportunities that meet the needs of the diverse cohort and their families and has the resources to intervene and support when needed. We also need to build a Human Resources profile of teaching professionals that our community respects and admires.
But hey, that would take dedicated funds and time, not just a headline grab and or a term of government!
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.
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.
— Wirreanda Secondary (@WirreandaSS) June 3, 2016
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!)
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.
feels like home
means family & history
is a comfortable place
is a place of motivation
is a place where I can be me#panapart
— Melissa Mulholland (@MelissaMulh) June 3, 2016
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.
Easy to be swept up with this wonderful student panel, but important to remember that not every student feels connected to school #panapart
— Rhoni McFarlane (@rhonimcfarlane) June 3, 2016
This student panel is fantastic, but not all students can articulate what they need/want/feel. Important to ask those students too #Panapart
— rebecca hepworth (@bechep2) June 3, 2016
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.
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.
“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
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!
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.
— Rhoni McFarlane (@rhonimcfarlane) March 4, 2016
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”.
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.
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.