Exploring in 2015

Our "non-contact" time is almost over and while our thoughts are never far from work, it's now that we're looking to cement priorities, welcome new staff and get the year off to a great start.
I've done teachers only days for the past 20 years - I can still remember my first one in 1994 as a first year teacher. We did first aid and the rest was just confusing. I was NOT ready for big picture stuff. I was consumed with what I was actually going to do on day one with my class. Sitting next to me was my tutor teacher who'd been in the game longer than I'd been breathing, Imagine trying to meet the range of needs. My contention is that they weren't.
So as the new year begins, I'm mindful that my role is to inspire. Staff have identified their own goals from appraisal last year and we're all on the journey of personalising learning at our school.
Phillipa Antipas (@AKeenReader) tweeted about her word for the year. This concept caught my attention and I think it's really powerful. It will keep me focused. My word is EXPLORE. 
I will be exploring while on sabbatical in Term 1. I'm wanting to visit schools that are doing similar things to us - creating Explorers of learning through a self-guiding approach. I want to synthesise the ideas and practise that I see and create something useful for schools to use who might be starting their own exploration of creating self-guided learners. (this might be a wiki or google site)
So, when we gather together as a staff next week, I'll be talking about the concept of Explorers. How we can be explorers as staff and how students can become explorers of their own learning.
To back this up - we're not having traditional staff meetings where all staff get the same PD. We're creating PLNs within the staff that will be self-selected. Each staff member will lead one - they don't have to be an expert - the idea is that those in the PLN will explore together. This new initiative has me excited and nervous at the same time. I view this as a major shift from previous practice in PD. We have a year to explore how this goes.

Why I like Twitter.

I recently tried a google hangouts and was pretty impressed with what it offers. High quality video and sound. It all worked well.
Six of us joined an open agenda session, as it was the first time many of us had been on a hangout session. Thanks to Paul Sibson who organised this and it was great to make some new connections with other leaders from around NZ.
We got talking, as people do. It was difficult at times with people jumping in with ideas and if there was any lag, then it made things tricky. We all tried to be polite and take turns. This isn't necessary on Twitter. You can put "stuff" out there whenever, no manners necessary. It also makes me chose my words wisely. (Curse those 140 characters!) It also provides a record of a conversation.

I can see myself using hangouts from time to time. I'm even dabbling in goolge+. Not too sure about this at the moment - seems very "facebook like" and I'm trying to stay in touch with all the social media, but don't want to spread myself thinly. I guess it's a case of different tools for different purposes, but at the moment, I'm loving Twitter.

Personalising learning...for teachers.

I've been thinking about how to better meet individual teacher needs. I don't want to take a "drenching" approach any longer. It's almost insulting that all teachers have to sit through a staff meeting to hear the same messages, regardless of their skill level or own learning needs.

So, now that that's been decided, what now?

A new system has evolved. What we want to try is having "workshops" for lack of better term at this stage. Teachers would indicate in Term 4 of this year their learning needs and interests. This would then go through a prioritising process. Teachers would have 10 votes to use, no more than 4 per round, to show what they consider to be the most important, then we'd see what makes the top few list.
It would then be up to interested staff to develop their own professional learning, with 1 staff member taking responsibility to act as coordinator/leader.
Fixed items stay on the plan when it is compulsory for all staff to attend-these meetings are needed for whole staff decision making, such as prize giving later in the year. All the other sessions (currently blank) are optional. The time set aside, from 3.15-4.15pm each week might be termed professional learning time - a set time each week dedicated to just that. You can either attend a workshop, or two, or do you own professional learning.

What about the staff member who attends none? By voting in the prioritising exercise they're likely to have self-selected something anyway.
We hope that this addresses individual learning needs better, that staff who do come along to the workshops are their out of choice and therefore wanting this professional learning opportunity and being active rather than passive in their own professional learning.

Do you have thoughts on this? I'd be interested to hear from you.

Students need to learn how to learn. Teachers need to teach students how to learn.

"Students need to learn how to learn. Teachers need to teach students how to learn." 

This was a quote discussed at a recent PLG . I had to agree. But what is it that students need to learn in order to know how to learn? And in some cases, what is it that teachers might need to learn so they know how to teach students how to learn?

One answer to that second question is that a teacher might need to learn how to change their practice, step aside a little and observe rather than lead what is happening. Sometimes it's scary taking a step back and seeing what happens when you're not quite so helpful and not controlling everything that is going on. Sometimes students show you that they clearly have no idea of what to do, what they're really learning or how to progress. Isn't that wonderful? How powerful it is to find out what a student can and can't do without you leading them all the way. You now know more about that learner and gain clarity on their learning.

I wonder if all students already know how to learn? They spent 5 years learning before they came to school, they're obviously capable of learning a number of things. I wonder if sometimes that some students simply feel they have to hand over their learning and simply become passive rather than active learners. It's those students who need to re-learn how to learn and how to be active participants in their learning journey.

Fortunately, most students I encounter are active life long learners. My job is to get out of their way and let them guide their own learning.

Self guided learning...for everyone.

What I have realised about my own professional learning over the past 5 years as a Principal is that I have had the opportunity to be self-guiding. I have become a life long learner through this opportunity. No-one delivers my professional learning on a plate. I design my own learning based on what I see and hear happening at our school. It covers a wide range of areas from responding to student achievement information through to developing my leadership practice. I have to read widely and talk with others to develop my knowledge and my learning. I seek it. I find it.

This is what I want for my staff and I'm trying to "unbundle" existing practice. (Thanks Rachel Bolstad et al for that term) My take on this is one where the Principal decides what staff need and a plan is developed that will see all staff participate in a professional development programme over 12 months. Teaching as Inquiry has a strong emphasis on teachers developing knowledge and practice based on the learning needs of their learners. Even though a school wide need might be identified, because teachers all have different previous experiences and knowledge, they start in different places and therefore will finish in different places.Is it a bit naive to think that school wide PD is going to meet all these needs? I'm not a big fan of the "sheep drench" approach to PD. At best, these types of sessions are a 'spark' or a catalyst for them to experience and perhaps further persue. Expecting automatic pick up of a "one size fits all" approach is unrealistic at best and frustrating at worst.

I'm giving opportunities for staff to develop their own professional learning by making funds available that they can use for texts, for study, for travel, for what they need for their own learning. I'm encouraging them to get out there and see what's happening and what's possible. I want the teachers at our school to have a personalised experience. I want them to have choices about their professional learning so that their needs are better met. I want to provide them with the same opportunity I have had. To be self-guiding. I want to take this further. I'm considering optional meetings/workshops - come along if this interests you or if it might complement your current learning. I'm not sure if that approach would work or not. It's a big shift from our current set up.

I'm not exactly sure that I know how to proceed. I've asked staff for their ideas and input into how they like to learn and there certainly seems that opportunities for self-guiding professional learning is desirable. I'm considering how teaching as inquiry can guide us to personalise professional learning further. I'm reading a lot of material that relates to professional learning and creating "teacher agency" and clarifying my thoughts through this post. Your thoughts and ideas are welcome.

How one small change can transform outcomes..

To get a feel for what I mean, watch the following clip... The collaborators on this project didn't tell people to use the stairs - they gave them a reason to want to use them and the way they did it was through fun which led to engagement and motivation. If we want to bring about different outcomes, we will need to make changes! Here's a short clip from Ken Shelton's ulearn13 keynote address on change. I need to underline the point he makes here, it's not necessarily a massive change that could bring about different outcomes for learners. In the example above, the stairs were not ripped out or taken away, but something was added to them to make a the change that was required. (I'm thinking now of how the SAMR model applies...) In looking through edtalks there are lots of excellent examples where teachers have made changes to an aspect of their practise and the outcomes for students have gone way beyond what the teacher could have ever imagined. Here are some examples that could provide inspiration for others:
Newsboard for the 21st century from EDtalks on Vimeo.
It's a great idea from Laetitia - all classrooms have cameras in them - use them! Checking out her Hauora TV is quite inspiring with 5 year olds interviewing and presenting. And how lucky are the parents of those parents to have such an open window into their children's classroom. This travel buddies idea is a small change from what a lot of new entrant teachers might do with a class toy or mascot that goes home with students, but rather than a written diary that comes back to the teacher and might be shared with the class, this takes the same idea to a whole new level. And Emma Watts talking about engaging struggling writers: What we have here are a number of examples where changes have been made to existing practise that have led to exciting outcomes for students.

From Professional to Personalised Learning Development.

I know some others are thinking along the same lines as me on this one. Here are my thoughts. In as much as we are attempting to personalise the learning experience for our students, we've continued to use the "drenching" method for PLD. All teachers getting the same thing from  a lead teacher or consultant, whether they want it or not and whether they're ready for it or not. What this type of approach fails to recognise is that while we're all working in the same place, we've each had quite unique experiences prior to being here.
Just like the students in our classrooms. And what do good teachers do about this? They personalise the learning experience in that classroom. What should a good Principal do? The same.

So - in thinking about 2014 (and we've already discussed this quite a bit) I am wondering how teachers can maximise their experience with their Teaching as Inquiry. We've got the process well embedded and we have differing needs in our classes now. Some teachers are better equipped at knowing what to do next with their learners.
My current thinking is to do away with the "drench" method and replace it with something more personalised, where teachers develop their own plan for "learning development".

I'd be interested in hearing from anyone already doing this at their school and what the outcomes/experiences have been for the teaching staff.