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,
I read this piece a few weeks ago Andrea and it has really stayed with me.
ReplyDeleteFirstly, I feel I can relate to your point about once having a window into school via social media and blogs. However, my lack of investment in social media and the changes in that space have left me feeling far less connected. Sometimes I feel like a species caught on the wrong side of continental drift.
On your second point about leaders adapting PL to the needs and context of their school, I recently read Joel Selwood's autobiography and he discussed the way in which he needed to transition how he lead to accommodate the needs of different group of players:
"I was finding it difficult managing the transition from being part of a tough and tight premiership-winning group to needing to teach an emerging group often struggling to find what was right for them. Connecting with people inside and outside the club required more of my energy, and the standards I set for myself were not always met by others.
...
Although my relationships with teammates were strong enough to avoid animosity, I began to sense I needed to adapt, or my message would stop resonating. What underpinned success for me was not necessarily the same as what drove others, and I was beginning to have conversations with people inside the club about how I could be a better leader.
[Brian Cook] wanted me to develop what he labelled ‘influential skills’ on top of my ‘lead by example’ policy. He could see the young players on our list requiring more of everyone’s time."
Source: All In by Joel Selwood
Although this seems logical when you think about it, I had not considered the fact that the conditions that foster success at one point in time may not foster the same success at another point in time. I guess this comes back to your point about identity and change over time. What was intriguing was the team that he had around him to support this change, whether it be trusted teammates, ex-captain Cameron Ling, club CEO Brian Cook and psychologist Anna Box. Throughout the book, I was continually reminded that it success in any field really does take a village, I just wonder if we always provide the resources to build such a village? Instead, it can be easier to provide the answer or automate a solution, rather than invest in autonomy and self-determination.
What a thoughtful response Aaron. Thank you for commenting on my thinking and learning throughout the years. Your responses and posts always have been thinking more deeply. I only said to a leadership team yesterday- can you identify situations where you can have a coaching conversation to build their capacity instead of always solving their problems. Discern when it's possible and be explicit. I believe your issue would be well suited to a coaching conversation, as I believe you are capable of solving this problem. If you have time, I would like to schedule a 15-20 minute chat to help you build your capacity. Are you up for the challenge?
DeleteSometimes, you may need to rescue but don't make it your default. Self-determination should be introduced in primary school, especially if we want adults to be more responsible, more aware, and more capable of solving problems. :) thanks again.