It’s already the third day with students here in Sturgeon School Division. Things are under way, and it’s been a great beginning. We’ve managed to figure out those problems around scheduling that almost always arise. I’ve got a new VP and she’s a hard worker, and knows her way around. The teachers are GREAT, and they’ve got the classrooms under control.
There’s always a buzz at the beginning of the year, and hopfully over the next few days, I’ll have some time to reflect on my own Professional Growth and what I want to accomplish this year.
Here’s to another great year!!
Sitting in a session on Agile Leadership today in Edmonton. Our division principals and many of our system leadership is present. We are discussing the practices of leadership to influence the improvement of student learning.
One of the topics we are discussing is how do we influence teacher behaviour as a key piece in making sure student learning is happening. One of our key roles is leading teacher learning and development. At LT we have spent a year and a half so far in making sure that the teachers are empowered to take responsibility for this learning, and are given the tools to move forward in the areas that they have embraced in their own professional growth plans.
Today the opportunity for me is to consider my own practice in making this happen. What am I doing that is promoting this practice, and what can I do to ensure that this continues to move forward in the best way possible. Am I in any way doing things that actually hinder this movement? I’ve got some ideas on how to work through this, and I look forward to intentionally keeping this movement going.
In my daily perusal of what’s going on in the Twitterverse, I came across this quote posted by @ShawnUpchurch,
“Leadership involves Finding a Parade and getting in front of it.” (John Naisbitt)
This is absolutely spot on, but it isn’t that easy to do. A leader has to ensure that the staff he or she is charged with, has the capacity and freedom to start the parade. It takes time, and it takes thoughtful, intentional measures. By allowing staff to pursue their passions, to feel trusted, and to be held to a high standard, they can do great things.
It’s not a traditional managerial style, but the results are more powerful as you are working from people’s passions.
Today we did our first all staff PD. We had some PD days before school started, but groups were involved in different activities. Today, we talked about two important things
- NME (Neurosequential Model in Education)
- What we need to look for as we continue our journey as learning educators – which is what I’m blogging about.
We have a number of great things going on in our school. We chose a few to discuss.
- Guided Reading – this initiative developed Division Wide as a program based on research from all around the world about best practices in teaching student fluency, decoding and comprehension. Everyone is trained in this, and it is being implemented in all of our classes.
- Guided Math – this developed from a few interested teachers last year, who asked permission to try it out. This year most of our classes are implementing it, and the original crew will be presenting it at our annual teachers’ convention.
- Technology – Technology has become ubiquitous in schools and in society. It isn’t something separate we teach, but it’s a tool that engages and enhances our ability to increase learning in students.
- MakerSpaces – we have only dabbled in this so far. Our discussion focused on the ability to allow students to engage in problem solving and be creators of their own learning. It definitely addresses the Entrepreneurial Spirit aspect of the Ministerial Order. The MakerSpace was brought in by the division and we were one of the schools to pilot it last year. We are working on getting our own set up.
- Empowering Writers – this program, is admittedly more prescriptive, but it addresses a missing piece of the literacy program. It gives teachers a springboard to a way of approaching the task of teaching our students to become writers and to engage in other’s writing. It could be said this program seeped into our school. Many people have attended PD on it over the last few years, and that has continued to spark interestin the program.
So, those are some of the areas teachers are working on at Landing Trail. The questions are:
- How do we know these are impacting student learning?
- What do we accept as evidence of improved student learning?
I posed these questions to teachers today. We had set up the day so that each topic would have time to meet for interested parties to get together and discuss the questions and decide how they would work together as a PLC. The PLCs will function throughout the year with these in mind. We have to have student learning as a focus, and we have to have data that backs up our claim that what we are doing is impacting student learning.
One other topic I presented to the staff was the list of Principal Quality Guidelines. I felt it was important that they know that one of the roles I and my VP have is to be instructional leaders. We are tasked with the learning that goes on in the school. It’s a big responsibility, but having a staff willing to learn, take risks, and learn from mistakes makes the job a whole lot easier!
I don’t really have a specific goal in mind for today’s blog. Usually I have an idea about exactly the point I’d like to get across, but today… I’m just going to write about things I’ve been pondering lately.
1. PLCs – We’ve done some great work with PLCs this year. I really feel that we’ve made strides in making them more powerful than ever. I’ve done some anecdotal data gathering from teachers, and they certainly appreciate the opportunity to participate in both grade level and interest based/cross grade PLC groups. They also appreciate the simplicity of the Google Form we use to record My pondering is around the momentum. I always reiterate with teachers the fact that the goal of PLCs is student learning, and have incorporated that into the Google form, by adding that, it adds a level of accountability and helps to keep the focus
2. Mentoring – I’m fortunate to have a relatively new vice-principal this year. She is keen to learn and really focused on doing what is best for our students. I really like the role of being a mentor to someone like this. We spend lots of time planning, reflecting, and challenging each other. I really enjoy the opportunity to work with someone who helps me move forward and learn.
3. Politics!!! – We have a provincial election coming up. I am thrilled with the engagement I am seeing this time. People are fired up and I think we might actually see a change in the 43 year reign of the current political party. ANY political party will lose its ability to be effective after that much time. We need a shake up in Alberta and I think it might just happen!
4. Planning – OMG! There’s a lot of planning to do this time of year. I LOVE planning, especially when the resources are there to make my plans come to fruition! Well, there’s NOT enough resources this year, but anyone who has been paying attention knew this was coming. I had a number of scenarios in place already, so had a skeleton of a solution in place for where we are at now. If things change in the future and we get an increase in resources, I will welcome that and revisit the vision for the next school year. It’s so important to have the resources (including the people) allocated in the best possible way. There’s still teachers that have a ways to go in their approach to teaching. Fortunately at this point, I don’t have any duds – not every one is a master teacher, but they’re all reliable.
There is a buzz lately around the idea that our students need to move from being the consumers of information to producers, or creators, of information. Moving teachers from a comfortable place where they continue to do the kind of teaching they have always done, to doing things in a new way isn’t easy. I think we are getting there, and as I pause and reflect I think there’s a few things I’ve learned that have helped that process move along. As I mentioned, we are not totally there yet, but we have come a LONG way. We will continue to learn and grow together, as we keep working on and refining these principles.
- Learning together has to be allowed and the structure to do so has to be intentionally implemented
- This is not that difficult to do if PLC meetings are thoughtfully set up and tied to goals teachers have set for themselves.
- When teachers are allowed to discuss their professional goals and decide on ones they may like to work on together, we are setting them up to do powerful things.
- Getting interested people together to talk generates ideas and excitement.
- PD has to be an opportunity to play, take risks and learn together
- Sit n git PD doesn’t cut it. People need a chance to engage in the PD they are doing. The closer the PD is to those in need of it the more it will benefit them.
- If there are trusted people on staff who can lead discussion and change, or facilitate the discussion, my experience has shown that it will be embraced and acted on.
- There needs to be trusted people on staff that can be called on for advice or assistance
- Just as I said in #2, when a trusted individual delivers the message in a hands on, experiential way, people will embrace it.
- The trust factor allows for risk taking and acceptance of the inevitable mistakes that will be made.
- Barriers need to be dismantled
- Barriers like
- fear of failure
- Lack of support
- lack of time
- A mindset of “we’ve always done it that way”
- Barriers like
Helping students to be producers of information, rather than consumers is a huge leap for our schools to make. This kind of change isn’t easy, but can be made a lot easier by the structure and culture leaders set up in each of our facilities. There are many, many teachers who are wanting to try new things, and take risks, but will only do so when they are supported and encouraged in doing so.
One of the Alberta Principal Quality Standards is, “Understanding and Responding to the Larger Societal Context”. It would seem to me that the onus is on every principal in Alberta whether in a Public or Catholic school, to spend time considering the impact of GSAs in our schools. I have been following the debate since the beginning have been baffled by some of the dialogue (but usually monologue) that has been happening.
What do people think would be the outcome of a HS or middle school establishing a GSA? The only negative impact from that could be some constituents complaining? What else is there to fear? Really?
Are we afraid of students having a voice? Of them feeling supported? What?
I would really like someone to respond to this and inform me, so I can Understand the Larger Societal Context and respond appropriately.