Week 1 challenge #edblognz

Think about your teaching practice. How has it evolved over time? What are you currently working on developing in your practice? What tools have you used during this inquiry time?

I'll talk about an aspect of my leadership, as I move towards 6 1/2 years of being a Principal. What has been the most significant change in my leadership is the areas that I pay attention to. When I first became a Principal it was all about systems and getting things working in a way that made sense to me and for staff. While the systems in our school continue to evolve, my attention is more about how I can meet the learning needs of my staff, so our learners benefit from having "expert learners" as teachers. My role in this varies. Sometimes it's about creating the conditions or the culture. At other times it involves getting deep in the mechanics of a particular aspect of practice.
Like others on our staff, I'm employing surveys more often to inform decisions and gathering more voice.
An example of this has been around our professional learning programme where I have wanted to personalise things more. I'd wondered if this was working for staff, so put together a survey (using google forms) and asked everyone to respond. I've shared the results and we have a meeting in week 1 next term to discuss and make some joint decisions.
Like a classroom teacher, I'm constantly asking myself, if I see evidence of learning. And like a classroom teacher, involving the learners in the process and in the decisions.
I'm looking in particular at a couple of work ons from our last ERO report and asking teachers if these are areas they want to work on more. I'll need to ask our learners too and take that voice to the staff to help guide our decision.
A key question will be, "How might we meet individual learning needs through our professional learning programme?"

Thanks to who ever it was that first shared the "How might we..." questions. The first time I heard of this was from Maurie Abraham http://principalpossum.blogspot.co.nz/ -a leader who I find inspiring and challenging and whose posts I always check out.

Our incredible staff

After a  long morning at my PLG  today, I wasn't too sure how I would get on sitting on for another hour and a half while we shared back about our teacher only day experiences. I couldn't have wished for a more engaging session. I couldn't be more proud of each person, the way they had prepared their thoughts and the thoughtful questions following each talk. We are all deep in our own learning pit. It's  fascinating hearing people make sense of their learning and establish their own next steps right in front of us. To date this year, it has been my favourite moment at school.

Two weeks ago we had all gone off in different directions visiting people that would support our professional learning. At this point in my post I must point out that staff had been given freedom and a budget to go wherever their funds could take them. Two of us ended up in the same schools, everyone else went different places. Schools visited were Tamatea Intermediate and Richmond School, in Napier, Parkland  School and Whakarongo School in Palmerston  North, Parkvale School and Mahora School in Hastings, Tokomaru School and Shannon School in Horowhenua and Resource teachers of literacy in Feilding and Palmerston North. I shared about my experiences, thoughts and wonderings after visiting schools in Christchurch - Hallswell, Waitakiri, Pegasus Bay, Clarkville and Breens  Intermediate.

Why not take the whole school staff to the same place? Because I don't believe this would have met each person's learning needs. It also would not have led to the diverse range of experiences, thinking and follow ups. Through having choice, engagement followed. Teachers were highly motivated because they could choose something that was relevant, topical and meaningful to them. They weren't having to tag along because someone had organised the day for them. I won't keep going on - those leaders who are implementing personalized learning in the school, I hope, are extending this pedagogical approach to the adult akonga in their own places of learning. We know that young learners enjoy having choice and adult learning theory supports this approach too.

While the majority of our experiences were supporting our work to implement personalized learning, so many other outcomes have come from these professional learning experiences. Thank you to the schools and people we visited. If we are able to action even some of the many, many ideas that came from our experiences, our school and therefore our learners will benefit greatly.

Thank you to the incredible staff at our school. Today was a highlight.

Measuring what we do.

A question I asked as part of my sabbatical was how schools are measuring the impact of the actions they are taking in personalising learning.
For me, taking a personalised approach supports the development of the KCs - so we needed to establish a starting point on how we might monitor learner progress in relation to becoming more skilled in the KCs.
Our school has a strong and relevant model that brings KCs and values from the NZC together.


We needed to add clarity for our learners so they could see what each of the "flags" really meant and then how to improve in each of these key areas. We've introduced the terms; dependent, assisted, independent and self-guiding to categorise the stages that learners might move between as they become more competent.

Teams have developed rubrics that allow learners to see where they are on the Bridge to Life and learners have used this rubric to self-assess and place themselves in their 'best fit' stage.
It's an exciting development for our school - we have some common language that extends across the school and clearly shows a progression for our learners. It's a great starting point and I know that these will be refined and further developed over time as we use them more. Each class has these displayed and classes have adopted different ways of having learners "show" where they fit best, and therefore what their goal is in becoming "the best me I can be".




The rubrics will be a tool we can use to monitor learner progress and hopefully as evidence that our approach is further developing learner capability in the KCs. By gathering in sheets that learners have assessed themselves on and tracking them over time, we will be able to see if they are progressing or not and also establish if the rubric is learner friendly.

Could we be missing Something?

We're talking about effective practice and how to best meet the needs of our learners. We're looking at how to develop self regulated learners in single cell classes. Evidence available from australia.teachingandlearningtoolkit.net.au/toolkit shows that meta-cognition and self regulation along with feedback as having high impact on learning and achievement.
So we're wondering how to best create the conditions that promotes these outcomes. We're currently pursuing creating self-guided programmes in single cell classes. We are working on having greater learner voice and choice, through having must do and can do activities within various aspects of our programmes. Learners will be involved in the development of some of the learning activities.
Having just come back from a trip to Christchurch that focussed on collaborative teaching approaches, I'm now wondering about the "power of more than one".
We were reviewing our moderation practices today and then I gave a quick report from my trip and the link was made between the two - with more than one teacher about, moderating would be enabled on a more frequent basis, there would be ongoing moderation as learners are discussed between teachers.
I am learning more and more about personalising  learning and collaborative teaching. I am learning about more advantages for both teachers and learners in taking a collaborative approach in an "innovative learning environment". Such ideas as a learner not connecting with one teacher might be avoided in a space that has more than one teacher, learners might gain different perspectives on the curriculum. Teachers worry about not knowing their learners so well. I know this is a real concern in many schools and one parents might have too - who is actually looking out for my child?
We don't feel we know enough yet about this to implement it successfully and there is a high level of angst in my community about taking this approach. So currently we're  looking at how we can ensure our learners are offered all they can be in a single cell setting.
If there's  one thing I hear over and over again, get the pedagogy right, then go from there. We have work to do to ensure that our classes are running how we want, that we all share some understandings of what we are wanting to achieve and how to go about achieving that.
Perhaps some teachers will select to work in a collaboration in the near future. In the meantime, we need to get our pedagogy right about enabling learners to be self guiding and self regulating.

A lasting impression

We all know that schools are called upon to do special things on a daily basis. The staff in many Christchurch schools have been called upon to do the extraordinary. 48 hours, five schools and one outcome. Respect. I went to learn about collaborative practice and certainly came away with way more knowledge and ideas around this, I also came away with something I wasn't expecting and something I wasn't prepared for. Hearing what different schools had done for their community following the quake made me realise even more how vital schools are to their communities, they're more than places of learning. They can be a refuge, solace and a hope.
The leadership that principals must have shown over the past few years is something rather special. Having a new build on top of everything else is something to look forward to but also so much more work in the meantime. Split campuses, shared campuses, no campus at all. The e,optional needs of staff, children and parents,  as well as turmoil in their own lives and it's  a wonder how many kept going. It really is.

So, thank you to Halswell School, Waitakiri School,  Pegasus Bay School, Clarkville School and Breen's Intermediate. Thank you for welcoming us so warmly, for sharing your story so openly and for what you have done. Meeting you all has been a privilege. Learning from you has been an inspiration.

Note- I was one of ten Principals from the Manawatu who visited five schools in Christchurch over two days. Brilliant trip.

Our approach to professional learning at our school.

We're trialling something new at our school to support professional learning. Professional learning networks have been offered, with each staff member leading one. I lead my first session today about personalising learning, sharing back from my sabbatical. Our next session will be in ten weeks with everyone sharing some practice.
The intention behind the PLNs is for learning needs to be better met, for everyone to have a say in the professional learning programme and for everyone to have a leadrship role. We have an experienced team and most of us have been working together for a few years, so the time and the culture is right.
I am hopeful that over time the PLNs will develop into carefully planned for sessions that run for as long as necessary to achieve set outcomes.
The PLNs have generally been attended by everyone, but they are not compulsory to attend. Some staff have been brave enough not to attend Some sessions which I salute and would encourage. This is the type of thing I want happening in our rooms, so support it fully at this level too.
In addition to these networks, staff are each in charge of their own professional learning budget. This can be used for anything to support their own learning - further study, conferences, travel, etc. We also have a teachers only day where school visits are the focus. Teachers select the schools themselves based on their learning needs. We are sending two teachers to ulearn and these two contribute some of their professional learning funds to the cost of this.
I think that everyone's professional learning needs are better met through this approach, as opposed to our previous traditional staff meeting approach.I have been able to decide my own professional learning programme to support the goals that are set in my appraisal and I think the experience is one that everyone should have. That is, being in control of their own learning. This is what I want for everyone in our school; teachers and children.  I am surveying the staff at the start and end of the year to see if this has indeed better met their learning needs.
Tteaching as inquiry is firm embedded. We are also in the second year of  Accelerating learning in literacy. Our interventions are the basis for our TAIs - we're not doubling up work.
There is additional funding in the professional learning budget for things that pop up along the way, so we don't miss any awesome learning opportunities.

The leader I want to be

I've been on sabbatical. I have missed a lot of school. I have missed school. I have met with inspiring educators at various schools and enjoyed seeing other schools in action and wondering about the next phase for our school.

I was asked two brilliant questions by learners at two different schools. The first of these was from a five year old. I asked him what he was doing on his ipad and rather than answering me, he asked, " Are you Kevin's Dad?" Thenother great question put to me was from a 12 year old. He asked, "Is this your job?" I replied, "No, but I wish it was!" It would be an incredible job - to visit schools, talk with learners and educators and then write about it. These experiences change you. It's an honour.

So what has really happened while I've had my sabbatical?I feel I've changed. I don't want to go back and be the same old me. I need to be better at some things. I cannot expect our school to continue to evolve while being the same leader I was.

So, what do I want to be?
I want to be more inspirational. What is it that makes a leader inspirational? Different things for different people. I need to personalise my leadership more.
I want to be more relaxed. I wear my job pretty hard. Sometimes it hasn't been fun. I need to be more prepared and use better strategies for amanging some situations.
I want office free days where I am in a class for most of the day. I want to see what's going on more. I want to have far greater "voice" of learners, educators and community. I'll need to listen more.
I want to be an expert learner myself. I need to read even more, connect even more, collaborate more.
I want to take greater risks and innovate more. I need to pursue some personal goals and develop some other interests.

I know I don't have all the answers yet-that's not what this is about, but I do know that I want to be and will be a different leader than I was before.

Does a school need a Principal?

Last night I started to write this - there was no way I could articulate what I wanted to express in just 28 minutes, so here's version two.

Initially I'd convinced myself that I might be superfluous - a scary reality. Am I necessary?

I'd managed to reroute admin jobs and saw the BOT taking a larger role in the development of the charter and that type of thing. I even had in independent appraiser working across schools to carry out staff appraisal. Yes it would be a major system change, but it was possible. That's  what I thought.

I looked across the room to the voice of reason, my wife, and told her I'd created a little ripple on Twitter by putting my post idea out there. Her reaction was to ask me who would synthesise everything and provide the direction of the school. That was her immediate reaction. Not - who would parents complain to, not who would run staff meetings or do the bus roster or any of those routine jobs. Synthesising and leading.

And of course, she's right. That's what Principal's do. Through listening to others they're able to bring all the ideas of the students, staff and community together and provide the direction that the school needs.  

So, while there's always a mountain of other tasks to do to keep the school ticking over, there are higher order tasks required. Creating a place that everyone loves being part of is a challenging and rewarding occupation. 

I've convinced myself again. Schools do need Principals. 

Now, what type of Principal does a school need?

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.

Supporting the 21st century teacher

"Changing the script" has some pretty big implications for leaders. How do I show my staff and encourage my staff to explore new ways of "being" in their classroom. We seem so engrained in our practice in education. This applies to leaders too. There is a certain expectation of what the Principal, DP or AP do in schools. I think if we expect change in the classroom, then we as leaders must show that our role has changed and that we operate in different ways now. This is a challenge given the huge amount of administrative duties thrust on us as Principals, possibly more so in smaller schools. We are in our first round of formal observations for the year. This is the "compliance" check in. Is the planning, assessment and so on in place. What has been set up in classes over the past 6 weeks? It's an opportunity to start a conversation that will last all year, hopefully. So, this morning I observed a great literacy session. Students were engaged. They had clear learning intentions displayed. They watched a movie clip as a motivation for writing and groups worked at different levels so their writing needs and abilities were met. Almost faultless really. There are some talking points and it will be important that I take the opportunity to challenge this teacher into how they can further change their role as the teacher in the classroom and act in more of a facilitator role. Be less helpful. That's my current mantra. I'm doing it this year with my own leadership too. I've been way too keen to ensure that all the boxes are ticked, by myself, so far in my leadership. I've scaffolded too much. I've provided too much security and been too involved in controlling the curriculum. I haven't made it clear enough what we need to be achieving and how we're going to get there. So, in short, I've realised, that if I want to change the script of the teacher, I'm going to have to start by changing my own too.

Changing the script

It would be easy to buy some new furniture and create a look of a modern learning environment and then change not much in the way of teaching.
The teacher of the 21st century would need to rethink all they have observed and been of in their teaching so far. Challenges would include the structure of the day - what would a day look like in my class? when would we do things and why? What will I assess and why? What is the nature of the relationships I have with my students? How do I increase the learning capacity of the students in my class? What habits might my students need to "unlearn"?
Phew! The list just goes on and on. What an incredible challenge. Plus, still meeting assessment and data requirements that fulfill National Standards requirements.

Really, the 21st century teacher needs to prepared to "let go" of lots of established practice that has been embedded/ingrained in us for many many decades. In letting go some prior practices, they will be able to venture into new practice. It's a shift from "transmitting" knowledge and assessing student performance in set ways to working with students' strengths to see what they are capable of.
What needs to happen to allow these conditions to occur? I think the way we plan would need to change. Students would need to have a lot more input into the structure of what they were learning and how they might show their learning to others. Certainly assessment practices would need to be changed in many cases. Teachers would need to be able to focus on what the student has got better at, rather than deficit thinking practices.

So if we could "redesign" schooling, what would we change? If we could start from scratch (we still have the same buildings) and ask, how would our school run and what would students do if we knew nothing of requirements, policy and forgot all our current practices - what would our school look like?

How do we shift our culture based on what we really truly believe and what we want to achieve for our learners?

Update on my thinking

Supporting future-oriented learning and teaching - a NZ perspective is challenging me and inspiring me. Authors Rachel Bolstad and Jane Gilbert published this in June 2012. A NZC update from Issue 26 in the Education Gazette does a 4 page summary of this too.

Ok, so we all know that something needs to change in education. In some cases possibly a lot needs to change. The success of this is hinged on my ability as a leader in my school to work out the process for this change. What experiences and learning might my staff need? What systemic changes might we need to make?

First question. Why change?
Basically I would challenge a lot of schools to identify at least 10 things that look different in their current classroom to a photo from the 1900s. Actually, we did this at the start of the year. Kind of like the "spot the differences" activities we did as children, but this time we tried looking a bit deeper. Yes, blackboards have changed to whiteboards/smartboards and the desks have changed a bit. Classes are generally smaller and the teacher looks a bit friendlier too. The biggest change we could see was the technology. Desktops, laptops, ipads. We still have 4 walls, one teacher and a certain number of students in there. Not a lot else seems to have changed. Why not?

I think we, and by we I mean schools, are kind of stuck. We think we have to keep on doing what we've always done because that's the best way. Obviously there are lots of exceptions. Some schools have been able to have modern learning environments (mles) built and I do believe that the physical environment effects the students and allows teachers to operate in non-traditional ways. So the challenge for schools, like mine that still have traditional classrooms, 4 walls etc, is to make changes in the physical set up that show the students that things aren't the same, that we won't be doing things how we always have.

So what type of teacher is needed? Clearly someone who can make a paradigm shift and operate their class in a non-traditional way. And that leads me on to Chapter 6 - "Changing the script": Rethinking learners' and teachers' roles.