There’s been discussion recently regarding the increasing demands placed on school leaders and teachers. We live in a world that demands greater accountability, transparency, productivity and performance. Education is not immune.
We also have the research outlining qualities of high achieving/effective schools and the ‘high expectations’ on student and teacher performance. Parents expect their children will achieve quality educational outcomes. Governments and the community expect teachers and schools to consistently deliver those outcomes.
High but realistic expectations are an essential part of the educational narrative in today’s world. As part of a professional learning community, we find that our achievements, including how we deal with the highs and lows of our work, grow out of shared respect and collaborative practices. We expect our colleagues to support, and where appropriate, to challenge us.
This is why it’s critical to cultivate a culture where we take the necessary time to stand back, to re-balance our professional a
gendas and eliminate unhelpful accretions so we can focus on what really matters for our students, ourselves and our communities.
Externally driven narratives or codes on how we manage ourselves or our school communities de-skills those responsible for the work. Principals and teachers are best placed to decide on what is best for themselves and their learners.
The role of governments, professional bodies and even systems is to support the work of schools not mandate it. We will never learn how to deal with the complexities of schooling in today’s world unless we take the lead.
As Richard Elmore says, we learn the work by doing the work.
Thanks Greg Whitby, I cannot agree more…surely it’s up to the leaders within the education community to articulate the new challenges and advocate for the work of our profession to the wider community….I can’t wait for the new series on abc tv revolution school…… http://www.abc.net.au/tv/programs/revolution-school/
Indeed, systems may feel pressure is needed, and involvement when faced with complex school systems. However, empowering leadership who know their context and supporting them in necessary agendas, to enact change without external pressure, goes a long way toward renewing and strengthening schools. Often systems feel pressing agendas on schools will affect change in ever growing and pressured school systems, however, all this does is cause angst and mistrust among staff and any effective change leadership may be able to achieve, to be pushed beyond reach. So let us make great learning gains which are sustainable and collectively supported.