I recently came across this statement in the book ‘Leadership for Learning‘ by Carl Glickman. I love the sentiment and challenge expressed:
If, as a teacher,
- I present the same lessons in the same manner that I have used in the past;
- I seek no feedback from my students;
- I do not analyse and evaluate their work in a manner that changes my own emphasis, repertoire and timing;
- I do not visit and observe other adults as they teach;
- I do not share the work of my students with colleauges for feedback, suggestions and critiques;
- I do not visit other schools or attend particular workshops or seminars or read professional literature on aspects of my teaching;
- I do not welcome visitors with experience and expertise to observe and provide feedback to me on my classroom practice;
- I have no yearly individualised professional development plan focused on classroom changes to improve student learning; and finally,
- I have no systemic evaluation of my teaching tied to individual, grade/department, and schoolwide goals;
I have absolutely no way to become better as a teacher.
There is absolutely no doubt in my mind that if we truly to create learning environments which teach children to love learning, to engage creatively with the world around them and to develop the skills needed for them to be successful adults in our ever-changing world, every teacher in every school will need to create a culture of continual learning and a commitment to a growth mindset. There is simply no more place in our schools for teachers who believe that they can no longer adapt their practice through professional learning and feedback.
Glickman also states,
“Successful schools stand in great contrast to mediocre and low performing schools where faculty work apart from each other, and without common purpose, and with self-centered beliefs that they are doing the best they can.” – Glickman, Carl D. Leadership For Learning. 1st ed. Alexandria: Assn Supervn & Curr Dev, 2002. Print.
This is such a powerful challenge and one which those of us working in schools need to take seriously if we are to provide places of dynamic and relevant teaching and learning.
2016 sees the 31st holding of the modern Olympic Games. From 5-21 August Rio de Janeiro will host 10 500 athletes participating in 28 sporting codes. Olympic politics and economics aside, the Olympic Games gives the world an opportunity to pause for a moment and appreciate the talent, tenacity and determination of world-class athletes. It is truly a sporting spectacle and I cannot wait for the opening ceremony on 5 August!
One of the flagship events of the Olympic Games is the marathon. It is truly an event of endurance and determination. As the athletes set off on their 42km journey they are fresh and ready to face the road which lies ahead. They are full of hope, some with the dream of earning a medal, some with the promise of finishing the race as an Olympic marathon competitor and the honour which accompanies this accomplishment. As the race continues and the road stretches on for the athletes, some of those who set off with the determination of champions are faced with the reality of the standard of the competition, the performance pressure of the Games, the realisation of their own limitations in the heat of Olympic competition and the moment of decision-making when finishing the race no longer seems possible.
In 1968 John Stephen Akhwari of Tanzania faced the agonising decision of whether to withdraw from the Olympic marathon in Mexico City. In jostling for position he had fallen hard, injuring his shoulder and partly dislocating his knee. Despite the protestations of the attending medical staff, Akhwari picked himself up and insisted on completing the race. Back at the Olympic Stadium, the medal ceremony had concluded when the crowd became aware of police sirens and a group of police motorcycles surrounding an athlete approaching the stadium. In a mix of walking, limping and attempts at running, John Stephen Akhwari entered the stadium over an hour after the winner had crossed the finish line in front of the few thousand people who had remained behind (see this on YouTube). In what has been described as the greatest last place finish ever, Akhwari demonstrated that it is not the start which determines our place in history, it is the way in which we complete the race set before us. When interviewed after his incredible feat of endurance, he said,
“My country did not send me over 11,000 kilometers to start a race. They sent me over 11,000 kilometers to finish one.”
When our parents choose to send their little ones to join our school at three years of age, they are beginning a journey which will last another 15 years until the day comes when their young man or woman will complete their final day of Grade 12. It is a journey filled with challenges and obstacles and yet it is also a journey filled with exciting opportunities to discover, to learn, to create memories, to develop life-long skills and make friends which will last decades. We are privileged in the primary school to lead our young charges on this journey for 9 years. The pre-primary and primary school road is, in my opinion, absolutely vital to how the remaining 6 years in Junior and Senior High develop. It is in these 9 years that critical skills are developed, curiosity is encouraged and talents are unearthed and allowed the space to grow. The growth of key character traits and attitudes of grit, resolve and problem-solving is encouraged and our teachers provide ample opportunity for personal growth.
Teaching our children to get up when they fall, to live out the truth that it is how we respond to failure and difficulty which determines our success and to develop resilience and grit, is the responsibility of both parent and school. As the guardians of our pupils during their critical pre-primary and primary years, we are committed to ensuring that our pupils finish their scholastic race well-equipped for the life they will lead both in the High School and indeed after Grade 12.
I came across the February edition of a publication entitled “Public Sector Manager” at Lanseria International Airport while waiting for a flight back to Cape Town. On the front cover was the portrait of Mrs Angie Motshekga, National Minister of Basic Education. Realising that there must be an education focus in this edition (and fascinated by the headline of ‘High Standards’), I took some time to browse the magazine.
One of the articles was entitled, “Gauteng Department of Education leads the pack”. The thrust of the article was that the GDE was the top performing education department in the 2014 Matric examinations. As I read through the very blatant self-congratulatory tone (after all, the magazine is published by the state’s Department of Communications), I was struck by the fact that nowhere was there mention of the high dropout rate on the way to Grade 12 in Gauteng (see this article for insights into the 2014 Matric pass rates).
I was also troubled by this sentence:
As the Minister makes the announcement Gauteng MEC of Education Panyaza Lesufi jumps up screaming and punches the air as if he has just won a million rand.
It seems that Matric pass rates have become competition fodder for politicians. This is simply unacceptable. If the provincial MECs were truly concerned about the state of many of our schools and the education system, they would realise that matric results do not give the full picture of the health of the education system. MEC Lesufi was surely pleased with the announcement as I am sure he and his team have worked at various strategies to improve the matric pass rate. His reaction is however out of proportion given the huge obstacles still faced by the schools, pupils and teachers in his province.
Focusing purely on results is counter-intuitive as it creates an environment in which teachers and school principals feel pressured to hold pupils back in the lower grades who may not perform as well in Grade 12. It focuses on outcomes rather than the process of learning and it fails to take into consideration other factors in the school improvement process.
It is my hope that our politicians, including our Minister of Basic Education, stop using Matric results (and our pupils) as a means to give each other a pat on the back and start focusing on the real issues at hand (such as the quality of the Matric pass and the lack of true skills-based curriculum in the FET phase).
Twitter is my number one source of new information, challenging thinking, teaching and leadership resources as well as the medium through which I share my own online discoveries and thinking. I cannot imagine why any teacher would not use Twitter to connect with other professional educators for shared learning and resource sharing.
Some folk to whom I have spoken feel that Twitter is too complicated for them or that it is simply too much of a time-waster. These people have not spent enough time learning how Twitter works (very simple actually!) nor have they developed the discipline of 10 minutes a day browsing Twitter to discover what is actually available. There is rubbish on Twitter (as with any other online network) and there are those who use the medium to self-promote and certainly don’t add value through their inane commentary on the world. Those seeking to use Twitter as a professional tool need to be given the tools to do so and the support and encouragement to persevere.
This is why I really like the idea put forward by @SeanHCole who has issued a 10 Day Twitter Challenge for South African teachers. The graphic below explains how the challenge works. I will be putting this to my staff on Thursday morning and running this as an internal staff challenge. I encourage you to do the same. Let’s build the South African education community on Twitter so that we can all learn from each other. Those on Twitter already may wish to share this challenge. Follow the #10STCSA hashtag to find those teachers who have taken up the Twitter challenge.
Follow me on Twitter too – @artpreston
I recently shared a presentation with the Head of Curriculum and Assessment in our school. The purpose of the presentation was to inform our parents about the changing nature of education and the way in which we have structured our assessments.
Without the commentary for each slide, this may not make much sense but here it is anyway!
Video source : http://www.mentorcloud.com/resources/weekly-insights-19/
Although this video is aimed at business leaders, I believe there are take-away pointers for school leadership as well. What follows is my attempt at summarising some of the key points from the various speakers and a few thoughts on their application in a school context.
Conferences can be very expensive and time-consuming. How wonderful then that teachers can now take part in a free global conference focused on bringing some of the best minds and practioners in education from all over the world together for five days of training, discussion and input.
Here is the latest press release from the conference organisers: