After the demanding requirements of finishing my doctoral thesis, the mere thought of delving into another scholarly endeavour feels draining. Instead, I find myself drawn back to the realm of blogging. A genre exemplifying simplicity and freedom of expression, characterised by authenticity and spontaneity. Here, I can unleash my thoughts without the shackles of formal academia, explore my wonderings, and share insights. The spark for this post ignited from conversations with close friends deeply entrenched in the world of education. We delved into the pressing issue of teacher shortages and how they are casting a long shadow over teacher learning and wellbeing, which in turn, impacts student learning and wellbeing. It's evident that education, post-COVID and amidst the rise of artificial intelligence, is undergoing significant transformation. In addition, there appear to be additional influences seeping in from various sources. As we adapt to the ever-changing demands of the modern classroom, the need for contextualised support and personalised growth opportunities has never been more pressing.
Before X, Twitter provided me with a glimpse into schools, offering snapshots of innovation in action. Despite their brevity, these insights fueled my curiosity, leading me to visit schools during the holidays. Twitter may have offered only brief glimpses, but it started a journey of discovery that resulted in tangible evidence of innovation. This is one element of Twitter I miss, as I feel I no longer have my finger on the pulse of innovative schools. As a teacher and coach, I gained an insider's perspective. However, transitioning to consultancy work and with the decline of Twitter, I now rely on personal connections and professional relationships to understand the current challenges being faced in schools.
As I reflect on the landscape of education today, one question comes to mind: do school leaders have the autonomy, time, and support necessary to reimagine school-embedded professional learning? It's a question that strikes at the heart of educational innovation and the ongoing quest for effectiveness in teaching and learning. Professional learning (PL) lies at the core of a thriving school community. It sustains the growth and development of educators, empowering them to adapt to the ever-evolving needs of students and society. Yet, in many cases, the traditional model of PL falls short of meeting these lofty aspirations. The constraints of time and resources often hinder school leaders in their efforts to revolutionise PL. Caught in the whirlwind of administrative duties and measures of compliance and accountability, they may find themselves with limited capacity to dedicate to the task of reimagining PL experiences for their staff. In an era of top-down mandates, school leaders may feel shackled by a lack of freedom to chart their own path when it comes to PL The cookie-cutter approach to professional development stifles creativity and innovation, which may become a box-ticking exercise rather than a catalyst for meaningful growth and change.
While it's crucial for initiatives to be grounded in research, merely relying on established findings can lead to stagnation. True innovation requires more than just regurgitating what's already known; it demands a creative synthesis of existing knowledge with fresh perspectives and novel approaches. In essence, while research serves as a guiding light, it's the willingness to push boundaries, challenge assumptions, and explore uncharted territory that truly drives progress in education. Tom Guskey’s recent article reminded me of a proposal I wrote years ago for a school-embedded PL program/institute that included a researcher in residence, who supported the development of teacher capacity through action research, coaching, and data analysis. The growing recognition of the need for personalised, job-embedded PL is paving the way for a new era, although Katherine Hoekman stated that this practice has migrated to various schools. As educators and policymakers alike begin to embrace the principles of autonomy, collaboration, and continuous improvement, we have an opportunity to redefine what PL looks like in practice in all schools.
School leaders must be empowered to take the reins and drive meaningful change in the realm of PL. They need the autonomy to design PL experiences that are tailored to the unique needs and context of their school community. This may involve fostering a culture of collaboration, leveraging technology to facilitate ongoing learning, or creating opportunities for job-embedded coaching and mentorship. Furthermore, school leaders require the support and resources necessary to bring their vision for PL to life. This may entail investing in PL opportunities for staff, providing time and space for collaborative enquiry and reflection, or partnering with external organisations to access expertise and resources. The success of any educational initiative hinges on the commitment and vision of its leaders. By empowering school leaders and leadership teams with the autonomy, time, and support needed to reimagine school-embedded PL, we can unlock the full potential of our educators.
Always curious,
Andrea