I have been in the lead principal role of our CoL since August, 2016 and would like to offer some perspectives gained, for what its worth. First up…those that know me, know that I tend to think in visuals. I am not a “natural” writer but have been encouraged and inspired by others to do so. Some of the comments below are not specifically related to our own He Waka Eke Noa Community of Learning, but rather the wider picture of development around the country. My disclaimer at the start is that I see my job is to prompt, provoke, and prod each other to be better. Better leaders, better teachers, and in doing so, I expect others to do the same to me. |
Early Adopter
As a teacher I wasn't an early adopter.
Steve jobs defines early adopters as people that seek a competitive advantage, are comfortable with ambiguity and think in abstract terms.
I was certainly not a laggard (or toxin as I prefer to call them) but would have put myself in the late majority category (happy for others to take the initiative and try new things, while I observed, thought, and considered carefully)
Possibly because of the wider changes in education and the world, being in the role of principal (and being a father to 3 daughters) I'm heading to the left more and more.
I'm also someone that is up for a challenge.
Steve jobs defines early adopters as people that seek a competitive advantage, are comfortable with ambiguity and think in abstract terms.
I was certainly not a laggard (or toxin as I prefer to call them) but would have put myself in the late majority category (happy for others to take the initiative and try new things, while I observed, thought, and considered carefully)
Possibly because of the wider changes in education and the world, being in the role of principal (and being a father to 3 daughters) I'm heading to the left more and more.
I'm also someone that is up for a challenge.
The Times They Are a-changin'
EARLY CONCERNS: The IES policy appeared to come out of the blue and is set to radically alter the educational landscape.
An early concern was around the eligibility of candidates for the across school leaders, with different criteria for the primary and secondary sectors. Many leaders didn’t meet the criteria (whether it be classroom teaching component {primary} or units {secondary}, and yet some of these candidates would have been superb.
It’s one thing to lead schoolwide development in your own school, but to try and lead that across 12 schools requires high levels of professional knowledge, leadership experience and EQ.
A real issue for them though would have been their capacity to maintain doing their current jobs as well as the demands of CoL. Wearing 2 hats is hard!
While the criteria deterred some potential strong candidates from applying for across CoL leadership roles, it didn’t restrict our ability to attract a wide range of other wonderful talent. The vast majority of candidates were team leaders/leaders of learning/unit holders, with some prepared to relinquish release and/or units to meet the eligibility criteria.
These positions (across and within CoL roles) have created another whole layer of leadership roles that were previously not there, and vitally....additional release time to support them.
An early concern was around the eligibility of candidates for the across school leaders, with different criteria for the primary and secondary sectors. Many leaders didn’t meet the criteria (whether it be classroom teaching component {primary} or units {secondary}, and yet some of these candidates would have been superb.
It’s one thing to lead schoolwide development in your own school, but to try and lead that across 12 schools requires high levels of professional knowledge, leadership experience and EQ.
A real issue for them though would have been their capacity to maintain doing their current jobs as well as the demands of CoL. Wearing 2 hats is hard!
While the criteria deterred some potential strong candidates from applying for across CoL leadership roles, it didn’t restrict our ability to attract a wide range of other wonderful talent. The vast majority of candidates were team leaders/leaders of learning/unit holders, with some prepared to relinquish release and/or units to meet the eligibility criteria.
These positions (across and within CoL roles) have created another whole layer of leadership roles that were previously not there, and vitally....additional release time to support them.
Yes, some people are getting paid more.
Yes, there may be a redevelopment of the “traditional” career pathway. The pathway of teacher to unit holder to AP/DP to Principalship was already changing prior to CoLs anyway.
I have never been a big believer in "titles", but rather role descriptions and the leadership aspects that people do within their roles.
In my opinion, the more leaders we have the better.
Yes, there may be a redevelopment of the “traditional” career pathway. The pathway of teacher to unit holder to AP/DP to Principalship was already changing prior to CoLs anyway.
I have never been a big believer in "titles", but rather role descriptions and the leadership aspects that people do within their roles.
In my opinion, the more leaders we have the better.
Schools are more and more diverse and complex. All of our roles are harder and busier. To have new support roles created is a bonus, especially as schools are moving away from traditional models of hierarchical leadership structures towards more agile/distributive leadership models.
Leading from the Middle
Our CoL shouldn’t be reliant on 12 Principals. A "top down" approach will not work, nor will bottom up.
The power of a CoL and catalyst for change, will be taking a leading from the middle approach.
This is certainly not to negate the vital roles of DPs/APs/Principals & Boards in CoLs, as their roles are critical and it is imperative that they receive the access and benefits to the opportunities that present themselves.
I have heard some schools in other CoLs say they feel "powerless", "at the whim of bigger schools", ‘invisible’ or ‘left out of the loop’. It is important that they embed themselves in the process however they can (especially the smaller schools, where I know being released can be an issue).
While our initial meetings were primarily the 12 Principals, early on we offered/promoted the opportunity for DP’s/leadership teams/trustees to attend as well. Communication (initially via email, but now also via Facebook, YouTube clips, and website) has been regular and sought to reach as many stakeholders as possible.
While some of the information/opportunities are targeted towards the new roles (across/within school leaders), it is vital that our APs/DPs/leaders aren’t "by-passed". They are a pivotal part in helping the implementation of the strategic goals within their own schools. They best know the needs of their schools and the skills of their staff.
For this reason, we are actively encouraging and creating opportunities focused on the needs of our leadership teams, and ensuring that they are involved/welcome at any CoL events and opportunities, with specific leadership PD related to their needs.
Never before has there been the depth of opportunity to align the professional knowledge of a cluster of schools against incredibly well-respected professionals and researchers. The PD opportunities are incredible, and of an unprecedented level.
The power of a CoL and catalyst for change, will be taking a leading from the middle approach.
This is certainly not to negate the vital roles of DPs/APs/Principals & Boards in CoLs, as their roles are critical and it is imperative that they receive the access and benefits to the opportunities that present themselves.
I have heard some schools in other CoLs say they feel "powerless", "at the whim of bigger schools", ‘invisible’ or ‘left out of the loop’. It is important that they embed themselves in the process however they can (especially the smaller schools, where I know being released can be an issue).
While our initial meetings were primarily the 12 Principals, early on we offered/promoted the opportunity for DP’s/leadership teams/trustees to attend as well. Communication (initially via email, but now also via Facebook, YouTube clips, and website) has been regular and sought to reach as many stakeholders as possible.
While some of the information/opportunities are targeted towards the new roles (across/within school leaders), it is vital that our APs/DPs/leaders aren’t "by-passed". They are a pivotal part in helping the implementation of the strategic goals within their own schools. They best know the needs of their schools and the skills of their staff.
For this reason, we are actively encouraging and creating opportunities focused on the needs of our leadership teams, and ensuring that they are involved/welcome at any CoL events and opportunities, with specific leadership PD related to their needs.
Never before has there been the depth of opportunity to align the professional knowledge of a cluster of schools against incredibly well-respected professionals and researchers. The PD opportunities are incredible, and of an unprecedented level.
Achievement Challenge vs Strategic Focus
The formation of a CoL takes a long time and for many it feels like “All hui, no dui!”
It’s hard to get a group of Principals in one place at one time, let alone agree! ;-)
Many CoLs have taken a long time to develop their achievement challenges, opting to focus on reading, writing and maths with resources targeted on data analysis, moderation, developed shared assessment practices etc.
Our CoL opted to take a different approach. Our achievement challenge looks like many others (invariably writing, and a target group of Maori boys)
Meanwhile…..our strategic focus is on 3 critical threads:
Why reduce everything important in student learning to what can be measured?
It’s hard to get a group of Principals in one place at one time, let alone agree! ;-)
Many CoLs have taken a long time to develop their achievement challenges, opting to focus on reading, writing and maths with resources targeted on data analysis, moderation, developed shared assessment practices etc.
Our CoL opted to take a different approach. Our achievement challenge looks like many others (invariably writing, and a target group of Maori boys)
Meanwhile…..our strategic focus is on 3 critical threads:
- Student Agency
- Teacher Efficacy
- Whanau Engagement
Why reduce everything important in student learning to what can be measured?
It was refreshing to hear Minister Parata state at the 2016 CoL leaders forum, “National Standards are just the litmus test of your broad and rich curriculum, of the effectiveness of your curriculum.” Our focus is also based on the golden circles model developed by Simon Sinek, with an additional circle added to reflect the “who”. Cathy Wyllie (NZCER) encourages leaders to focus on the inputs rather than the outputs, and shared these warm currents (right) in education at the CoL hui. |
All appointments were made with a focus on our local criteria (rather than the national criteria) related to student agency, teacher efficacy and whanau engagement. All professional learning and strategic development is focused on these areas too.
Ultimately we want to make an impact, and some of our focus areas will be difficult to measure. Our next steps are to capture the journey, develop student and teacher indicators, and track these. To Know thy impact.
Ultimately we want to make an impact, and some of our focus areas will be difficult to measure. Our next steps are to capture the journey, develop student and teacher indicators, and track these. To Know thy impact.
Diversity is our strength
CoLs are not about painting all schools with one brush. Our Northwest Hamilton community is incredibly diverse, and this diversity is a challenge, but also a real strength.
What a privilege it was to be hosted in all 12 schools and see pockets of brilliance.
Our strategic goals (student agency, teacher efficacy, whanau engagement and transitions) are relatively broad so they can be contextualised for individual schools. We’ve talked openly of the importance of preserving the mana and identity of each school. Whether you are a bilingual new entrant teacher, or a year 13 maths teacher, our foci are relevant to all.
Schools have been encouraged to integrate our CoL strategic goals into their own school’s strategic plan, so that the CoL is not just another “thing”, another “initiative”.
What a privilege it was to be hosted in all 12 schools and see pockets of brilliance.
Our strategic goals (student agency, teacher efficacy, whanau engagement and transitions) are relatively broad so they can be contextualised for individual schools. We’ve talked openly of the importance of preserving the mana and identity of each school. Whether you are a bilingual new entrant teacher, or a year 13 maths teacher, our foci are relevant to all.
Schools have been encouraged to integrate our CoL strategic goals into their own school’s strategic plan, so that the CoL is not just another “thing”, another “initiative”.
Greater Moral Purpose
I’ve heard of many schools joining CoLs because of fear of missing out on support resources, or because of pressure, but I think this is missing the point.
If you’re thinking what's in it for me you are thinking of this as a business transaction. If you are thinking of what you can contribute to the greater good, you are thinking community. (Based on a book by Patrick Lencioni)
I’ve reframed my thinking from just our own school and 350 learners to a bigger picture of 6,500 learners across 12 schools.
If there is something I can do which helps learners from other schools, that's the perk.
As cheesy as it may sound (and my private sector friends snigger) the vast majority of NZ’s wonderful educators are in it for the outcome not the income.
If you’re thinking what's in it for me you are thinking of this as a business transaction. If you are thinking of what you can contribute to the greater good, you are thinking community. (Based on a book by Patrick Lencioni)
I’ve reframed my thinking from just our own school and 350 learners to a bigger picture of 6,500 learners across 12 schools.
If there is something I can do which helps learners from other schools, that's the perk.
As cheesy as it may sound (and my private sector friends snigger) the vast majority of NZ’s wonderful educators are in it for the outcome not the income.
It would be an arrogant and naïve view if I said that our own school has nothing to gain from the other 11 schools. Schools are facing increasingly diverse challenges and I’m yet to meet any Principal or teacher that has all the answers. Just as teachers that genuinely collaborate with each other constantly outperform those that don't, so too is the case with schools. |
Differences between Primary & Secondary
It has been fascinating for our primary and secondary across school leaders to gain an insight into just how different the sectors are. Not better nor worse, just different. It is imperative that we glean what we can from each other. We should all care what happens to our students when they get to high school. We should care what ECEs have learned about our incoming new entrant children. Yes, we have transition to school programmes etc but how well do we fully understand what they have learned. This is a tall order when we have 161 ECEs contributing to our 10 primary schools (yes….161!, 100 of which contribute 10 or fewer students)
We need to work genuinely, not the potential blame game of secondary blaming intermediate, intermediate blaming primary, primary blaming ECEs, & ECEs blaming parents. Fortunately in our CoL, we have a strong rapport and alignment between primary and secondary.
We have some significant achievement challenges in our CoL. That’s the so what…..we are professionals and need to react accordingly on the now what.
We need to work genuinely, not the potential blame game of secondary blaming intermediate, intermediate blaming primary, primary blaming ECEs, & ECEs blaming parents. Fortunately in our CoL, we have a strong rapport and alignment between primary and secondary.
We have some significant achievement challenges in our CoL. That’s the so what…..we are professionals and need to react accordingly on the now what.
Building the Plane
The development of CoLs are very much a "work in progress".
Not only are we building the plane as we fly it, but the airports aren't fully built nor air traffic control fully trained! (No disrespect intended to our local Ministry people, who are good people)
However (and I can hear my own children encouraging me to use a growth mindset here!) that's ok.
These changes are happening, and I'd prefer to be part of the change than have change done to us.
As Michael Fullan has said, "Our job is not to implement this Ministry policy, it's to exploit it"
CoLs are in early stages, and this is just year one of a long term venture with the focus on initial groundwork to then try to move from conversation/communication to cooperation and then to collaboration.
Not only are we building the plane as we fly it, but the airports aren't fully built nor air traffic control fully trained! (No disrespect intended to our local Ministry people, who are good people)
However (and I can hear my own children encouraging me to use a growth mindset here!) that's ok.
These changes are happening, and I'd prefer to be part of the change than have change done to us.
As Michael Fullan has said, "Our job is not to implement this Ministry policy, it's to exploit it"
CoLs are in early stages, and this is just year one of a long term venture with the focus on initial groundwork to then try to move from conversation/communication to cooperation and then to collaboration.
Good Things Take Time....
Normal strategic development would be to phase things slowly and to grow over time. Yet a competing tension is being seen to be doing something, especially With a CoL called He Waka Eke Noa.
There is a danger of falling into activity traps (events just for the sake of it) Any new venture, particularly one of this size, will take time to develop. This is year 1 of a long term journey. There is no fast tracking nor silver bullets.
I have heard people around the country say "Nothing's happened? This CoL hasn’t done anything for our school".
My response would be "Why not?"
If there has been a careful alignment of the CoL strategic plan and your own schools then this should be the work you'd be doing anyway (and professional development, leadership/unit holder job descriptions, budgeting, strategic direction should reflect so accordingly), with the added value of another layer of support in terms of additional leadership roles, cross pollination of ideas across schools, and access to pooled resources and PLD, that each individual school wouldn’t have been able to access.
A CoL isn’t a team of horses that rides in to do the work. Across school leaders don't have superhero capes (Note: we dropped the term "expert teachers" long ago!).
In one CoL the running joke was that the CoL would come and fix the leaky tap.
If you aren't fully committed to the CoL, or if there is little alignment to your own school's direction, then no....nothing will change.
There is a danger of falling into activity traps (events just for the sake of it) Any new venture, particularly one of this size, will take time to develop. This is year 1 of a long term journey. There is no fast tracking nor silver bullets.
I have heard people around the country say "Nothing's happened? This CoL hasn’t done anything for our school".
My response would be "Why not?"
If there has been a careful alignment of the CoL strategic plan and your own schools then this should be the work you'd be doing anyway (and professional development, leadership/unit holder job descriptions, budgeting, strategic direction should reflect so accordingly), with the added value of another layer of support in terms of additional leadership roles, cross pollination of ideas across schools, and access to pooled resources and PLD, that each individual school wouldn’t have been able to access.
A CoL isn’t a team of horses that rides in to do the work. Across school leaders don't have superhero capes (Note: we dropped the term "expert teachers" long ago!).
In one CoL the running joke was that the CoL would come and fix the leaky tap.
If you aren't fully committed to the CoL, or if there is little alignment to your own school's direction, then no....nothing will change.
Closing Thoughts.....
Will there be differences of opinions? …I expect so!
Will there be mistakes? …undoubtedly (and actually to be encouraged as part of taking risks and innovating)
Will it be worth it? Yes, I really believe so. With the right work and attitude a lot can be achieved.
Rome wasn’t built in a day….but it was built.
Good luck for the journey,
Tony
Will there be mistakes? …undoubtedly (and actually to be encouraged as part of taking risks and innovating)
Will it be worth it? Yes, I really believe so. With the right work and attitude a lot can be achieved.
Rome wasn’t built in a day….but it was built.
Good luck for the journey,
Tony