My 100th blogpost in 10 years.

Today is a significant milestone as I celebrate my 100th blog post! Looking back to where it all began a decade ago, with the encouragement of my friend Matt Esterman, fills me with gratitude. I started this journey with a flurry of content, but during my doctoral years, the frequency took a hit – except when Prof Sahlberg nudged my cohort to pen Op-Eds located in April & May 2019. (shoutout to Pasi for the push!). Today, I've decided to take a stroll down memory lane by revisiting my previous blog posts, including a reflective piece from 2020. For me, this blog serves as more than just words on a screen; it captures snapshots of my evolving thoughts, beliefs, and experiences, akin to entries in a personal diary. I analysed my writing in search of recurring themes and common threads and discovered change, connection, continuous learning, collaboration, and coaching.

Reflecting on my journey, I remember my first entry about not feeling smart enough for university and the apprehension I felt before hitting the publish button. The level of vulnerability required felt overwhelming, as I lacked the confidence to share my thoughts without seeking approval from others. But over time, I've grown in confidence, addressing complex educational issues such as I'll ride with you, More than Thanks, and teacher retention, naturally intertwining my personal experiences with my teaching identity.

Identity isn't static; it's a complex tapestry woven from personal and professional experiences, qualifications, personality traits, and values. Context and role responsibilities also play a significant role in shaping who we are. As I've navigated through different experiences and contexts over the years, I've watched my identity shift and evolve like a chameleon adapting to its surroundings. Change is inevitable, and it's only natural that our identities evolve along with us.

Connecting with others has always been a cornerstone of education. The post titled "So, what's in it for you?" struck a chord with many, and for good reason. Back then, Twitter was the driving force behind the growth of TeachMeets, fostering learning and forging connections among schools, leaders, and educators. As a moderator of Twitter Chats, such as #SatchOC, I witnessed firsthand the power of these digital platforms in facilitating meaningful exchanges and professional growth. Building relationships and cultivating a professional learning network (PLN) became more than just buzzwords—they were essential elements of thriving in the educational landscape. Whether it was connecting with academics or fellow educators, whether it involved climbing a bridge or venturing to professional learning opportunities overseas, the quest for knowledge and camaraderie knows no bounds. 

Collaboration and connection have always been recurring themes in my blog posts, evident in numerous entries over the last decade. Whether venturing to schools in Canberra or Brisbane, or Southern NSW or more locally, the spirit of learning through collaboration thrived. One area where collaboration truly shone was in coaching and continuous learning. It's no surprise that coaching made frequent appearances throughout my posts. In a world where the mantra "out with the old and in with the new" often reigns supreme, I challenged this notion. Self-determination and recognizing the expertise within the classroom have also been recurring themes. Being observed in the classroom wasn't just a professional expectation; it served as a pivotal moment for engaging in meaningful coaching conversations. It was through these observations and subsequent discussions that true growth and evolution were nurtured.

From highlighting the invaluable guidance of coaches in my life to reflecting on classroom observations, the journey of growth and development was a constant thread. One of the highlights of this journey was my Fellowship to the US, which I documented in eight captivating blog posts under the hashtag #EdVentures, back in June and July of 2015. These posts and others chronicle my professional growth and showcase how I seamlessly blended work with play, blurring the lines between the two.

Throughout my blogging journey, the theme of leadership and women in leadership remained prominent, from celebrating women role models and raising me up, to supporting and advocating for gender equality. Peter Holmes so aptly said, "We need gender mix in leadership. We're all stronger & wiser for it." Rennaisance Women Leaders' Network featured strongly as we celebrated the collective and those who inspire. I explored this topic with passion. 

My doctoral journey has been filled with unexpected challenges and pleasant surprises, yet it has been a defining chapter in my life characterised by resilience, perseverance, and ultimately, achievement. What's truly remarkable is how my blog posts have evolved into a visual representation of this professional growth journey, aligning closely with the topics and themes explored in my thesis. It's fascinating to observe how the concepts I pondered in my early blog entries, such as coaching, self-determination, proving or improving and the delicate balance of confidence and humility, resonate deeply with the findings of my academic research. This alignment is particularly noteworthy considering it predates the publication of Adam Grant's "Think Again" and his discourse on confident humility. What initially may have appeared as simple musings have now transformed into tangible reflections of my evolving beliefs and values. 

Despite time, the foundational principles that guided my early writings have remained steadfast, illuminating my path through academic and professional pursuits.  Among the myriad posts, one stands out as a catalyst for change: it ignited the creation of #ConnectTheDocs, a movement I regard as the epitome of networking, education, and achievement melded seamlessly. This initiative serves as a testament to the profound impact of collaboration and community in empowering individuals striving to enact positive change in the educational landscape of tomorrow.

Thanks for reading,

Loosening the Shackles: Empowering Growth and Innovation

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