Archive for the ‘Learning Networks’ Category

The tip of the iceberg

If you ask the general population about their perception of teaching, I am sure the response would be 9-3pm working day, lots of holidays. Teaching is a profession that is still defined by its (industrial) conditions.

The scope of teachers work remains categorised by a school week, a school term or a school year. The roots of the industrial model of schooling extend well into the 21st century. How many people including teachers themselves believe this is the totality of teachers’ work? Think about how we define teachers work today: number of students in a class, number of hours they can expect to be face-to-face, hours on playground duty etc. School days are divided into periods separated by a bell and controlled by timetables. School years are divided into four terms punctuated by breaks.

This has inevitably influenced how teachers’ work is perceived and even defined by the profession itself. However we know the work of teachers is complex and deeper than is recognised.

Christopher Bantick wrote recently that teaching has ‘become a milch cow for commentators and critics who have either never spent time in a school or whose experience of schools is outdated and ossified. Everyone has a view, but few have actual present classroom experience.” Bantick argues for increasing ATAR scores for teacher training arguing that you “can’t make a teacher out of someone who is not academically excellent.”

Teaching must attract the best of the best. In Finland for example, teaching attracts higher results than medicine or engineering. For me the issue is not simply one of academic rigour, it’s also a question of fit for purpose. You can’t become a great teacher unless you have a passion to teach. Teaching is highly relational and as Educational Leadership Professor Richard Elmore states if you can’t see the relationship between teacher, student in the presence of content in a classroom (instructional core), then it isn’t there.

Two of my colleagues from Parramatta Marist High recently returned from Finland where they participated in the Global Education Community conference. Kurt and Gavin identified three key lessons from their Finnish Education experience:

  1. There is a huge investment in developing high quality teachers. Bantick is right in that you need to start from a high base but teachers are like raw diamonds, the finer the crafting the better outcome. High quality teachers need continual polishing and re-polishing.
  2. Decision making and assessment is locally driven. This acknowledges the professionalism of teachers to make critical judgments on the ‘length, breadth and depth of the curriculum’ to meet the changing needs of students.
  3. Teacher autonomy leads to greater trust. It is a given that teachers know how to teach, know what is required and are able to focus their efforts and attention on improving student learning. Nothing more and nothing less.

IcebergI asked them to reflect on what it means locally. In their view, teacher professionalism in Australia needs to meet “the needs of the 21st century especially in terms of graduates coming from university.” Teaching needs to be seen as a profession not a job so that teachers themselves are responsible for making the best decisions for learning and teaching.

As Finland has demonstrated, minimum academic standards for teaching are just the tip of the iceberg. Only when we invert the iceberg will we begin to see not only the depth and breadth of teachers’ work in today’s world but it’s direct impact and influence on student learning.

A different level of insight

Following on from last week’s blog post on big data, I had the great pleasure of meeting researcher and educator George Siemens recently.  George is the Associate Director, Technology Enhanced Knowledge Research Institute at Athabasca University in Canada.  He was also one of the first people ever to facilitate the use of MOOCs.

George has been immersed in learning and online networks for such a long time that he presents a different level of insight.  He shared some of his insight when I asked him about the opportunities of big data on education.

 

The new prophets

capngownI had the great honour of being invited to deliver the Occasional Address last Thursday at the graduation ceremony for the University of Western Sydney School of Education.

As someone who grew up in western Sydney and now leads a system of schools here, I have seen its transformation from an outpost to a dynamic, diverse and prosperous region.  As former Labor leader Mark Latham wrote recently, Sydney’s west reflects the “Australian spirit of frontierism”. Higher school retention rates and mass university access have given the sons and daughters of the region a crack at professional jobs and entrepreneurship.”

Growing populations, prosperity and the aspirations of families has resulted in growing demand for quality education in the school and higher education sectors.  Our commitment to innovation and excellence is echoed by UWS and there are some exceptional examples of cross-sector partnerships such as the Nirimba educational precinct.  This is a consortium of the Western Sydney Institute of TAFE, University of Western Sydney, NSW Department of Education and Communities and Catholic Education Diocese of Parramatta. The campus provides diverse learning pathways for students whether academic or vocational.

It’s not only the landscape of western Sydney that has changed over the last three decades – the educational landscape has also changed.

When I was at university in the seventies, I trained as a history teacher but my first job was as an English teacher in a western Sydney high school.  Being fresh out of university I was concerned that I wasn’t a trained English teacher but the English master basically told me everything I needed to teach was in the English syllabus.  If I didn’t deviate from it, I’d get through the syllabus and so would my students.  We accepted the idea of teaching as delivering the curriculum and the notion that knowledge was absolute. Students were marked on their ability to remember and recall facts without ever questioning the what and why.

My message to the graduates was that as someone who has spent more than three decades in education, I can honestly say this is an extraordinary time to be a teacher.  And never before have we needed great teachers than we do today.  We have learned a lot about teaching – we have moved from an understanding that intelligence is fixed (ie some students just can’t learn), teachers’ work is isolated and a one size model fits all to an understanding that all students can learn, reflective practice is critical and personalised learning is the norm.  These aren’t as Kevin Donnelly recently argued progressive fads or edutainment but the result of contemporary theory and research.  We know a lot more about how people learn from the learning sciences.  We also know that the more we learn about learning and the more teachers learn about student learning, the more important and influential teaching becomes.

These graduates walk into learning spaces with the benefit of research, theory and technology; a focus on explicit and deliberate teaching; a commitment to ongoing professional learning and a recognition that as critical thinkers and curriculum designers they have a critical role in school improvement.  Teachers become better critical thinkers and collaborators, when they are engaged in the practice of critical thinking, inquiry and collaboration on a daily basis.  Without doubt, there have always been good teachers in classrooms but the difference in a connected world is an expectation of effective teachers in every classroom.

I asked fellow educators on Twitter last week what advice they would give beginning teachers. When you distil the wisdom of experienced teachers, you end up with four key characteristics of good teachers: being passionate about your work, being life-long learners, building quality relationships and listening to students.

It’s often debated whether today’s teachers are mediators, designers or co-constructors. The truth is teachers are all of these and more.  They respond to individual learners and learning needs in ways that continue to challenge the mind, stretch imaginations and improve learning outcomes.

What I wanted to impart to the graduands is that teachers are our 21st century prophets.  Just as biblical prophets were advocates or agents of social change, our teachers are transforming lives and ultimately shaping the future of nations.

‘Connected’ learning

Canadian principal George Couros spent last week sharing his  ‘connected’ learning with our teachers and leaders.  Several school leaders said they felt ‘inspired’ after hearing George talk so passionately about his students, profession and his professional learning.

The workshops with George and our Principals Masterclass may look like ‘stand-alone’ or ‘one-off’ events but they are actually part of a learning continuum that began seven years ago.  The mere fact that our leaders have an opportunity to collectively engage in deep conversations on learning is powerful learning.

At the start of the 2012 school year, we set our collective focus to ‘learning by inquiring’ – how we could engage in the inquiry and knowledge building cycle within schools and across the system.  It builds on the work of Helen Timperley by responding to the emerging needs of ‘our class’ – whether it be school leaders, teachers or learners.  It requires a commitment to engage in continuous learning through collective problem solving and data analysis to improve the learning outcomes for each student.

PMC-98For me, the principals masterclass was a high point in this journey to improve learning and build capacity.  When we started we relied heavily on outside experts but last week we had our own leaders sharing their learning.  Although the context of the school communities may be different, there is a shared vision that transcends physical and virtual borders.

As I listened to the keynotes, three things became clear.   The first is we are beginning to get the language right – we are crafting a new narrative shaped by the best of what we know when it comes to improving learning and teaching.  The second is we are developing greater precision around the work by getting rid of the ‘noise in the background’.  We are focusing on the things that make a difference – the high effect strategies to drive change where it counts most.  Thirdly after listening to our school leaders, we are now seeing tangible evidence of building teacher capacity and its impact on student engagement and learning.  It’s starting to make a difference.

All of this leads into new areas for discussion and new ways of working but we are doing this together.  In the past we’ve “intellectualised” the process of improvement but ignored the implementation process.   Competing narratives haven’t led to sustainable change – the discussion was broad and shallow.  Yet what I saw and heard last week was a significant shift at the point of delivery – system leaders working with school leaders working with teachers – everyone as George said ‘elbows deep in learning.’

If there is one thing that resonated with me when listening to George it was the importance of modelling the what, how and why of what we do.  It challenges us to lead in the way we ask our leaders to, teach in the way we ask our teachers to and learn in the way we ask our students to.

A powerful weapon

Last month I returned from South Africa where I participated in  the CSC Leaders program.  I arrived in Johannesburg around the time former president Nelson Mandela was hospitalised.  Wandering through the Apartheid museum one afternoon I was stopped by a BBC cameraman asking for my reflections on Mandela and his legacy. My comment was that South Africans will continue the legacy of trying to build a more unified and just South Africa even after he is gone. I made the point that Mandela was just an ordinary man who did extraordinary things simply by standing firm in his convictions and not seeking revenge or retribution.

mandelaSouth Africa is an extraordinary place for two reasons.  The first is its natural beauty.  The second is the sense of hope that abounds when you speak to people.  I expected apartheid would have left people bereft of hope but South Africans are optimistic about the future.

There’s no doubt that the challenges South Africa face are significant but what has been achieved so far has been no small feat.  The week I spent in Johannesburg with my CSC colleagues was a great conclusion to the study tour that began in the UK.  We had time to focus on leadership in dynamic circumstances and it was the perfect venue.

I spent much of the time visiting local schools – reflecting on the challenges of leadership and equality.  As I have found in the past, the  challenges schools in South Africa face are not dissimilar to those faced by school systems around the world.  Equity in education and the search for a new narrative that equips all young people to be active participants in today’s world are key themes wherever you go.  Over several days I visited schools with diverse student populations and aspirations.  From elite schools where 90% of the graduates go on to university in Cape Town to the struggling public schools in Alexandra Township.

While the socioeconomic divide between these schools was deep and wide,  I are four common threads that exist in all these schools.  These were passionate school leaders, the love and care shown by teachers, the respect shown by students and a fundamental belief that education is as Mandela said “the most powerful weapon which you can use to change the world.”

I’ll share my observations on the school visits in the next post.

Australia – educating globally

On Friday, the Age newspaper featured a story on how foreign fee paying students have become a lucrative income source for cash-strapped Victorian schools. It’s coincidental because I’ve just caught up reading the February report by the International Education Advisory Council on the challenges and opportunities of Australia’s international education sector.

While the focus is predominately on expanding tertiary and VET sectors, there are some interesting statistics on the demand for quality education both regionally and internationally. For instance:

  • Education is the fourth largest export industry – $15.7 billion in 2011
  • In NSW – international education and training is the second top export earner after coal
  • As a result, Australia has internationalised the design and delivery of its education systems
  • China, Rep of Korea and Vietnam had the highest student enrolments in schools in 2012
  • Australia is likely to host more than half a million students in 2020 studying across all education sectors.  This will be worth $19.1 billion to the local economy.
  • Australia needs to focus on providing high quality education

The report identifies seven key issues to be addressed if Australia is to remain globally competitive.  Three of these are relevant to the work of school systems:

  1. Provide the highest quality education
  2. Develop strong and diverse partnerships that encourage exchange, capacity building and collaboration
  3. Inform educational policy through accurate and timely data analysis and research

In the book ‘That Use to be Us’, Thomas Friedman explains why an average education won’t suffice in a hyper-connected world.  He uses his wife’s old college in Iowa as an example of how competitive education has become.  When Thomas’ wife attended Grinnell there were 1600 students. He says if you want your kids to go to Grinnell now, they’ll be competing against 250 applicants from China.  Even Bill Gates admitted he’d rather be a genius born in China than an average guy born in the US because these days multinational companies look globally for the best talent.

This is the reality of living in today’s world and it’s something that every educator needs to be mindful of. Education is global, it’s big business and technology has made the farm, not just the paddock, the new environment. Those things that used to be barriers are now opportunities for new ways of working in a knowledge age.

Teaching the educators

Jal Mehta, assistant professor at the Harvard Graduate School of Education wrote recently that we “have an almost endless list of things that we would like the next generation of schools to do: teach critical thinking, foster collaboration, incorporate technology, become more student-centered and engaging. The more skilled our teachers, the greater our chances of achieving these goals.” Building teacher capacity is both a school and system responsibility.

The role of the teaching educator in our system is similar to what Michael Fullan refers to as coaches.  They are experts in literacy and numeracy who work with the lead teacher to plan, model, observe, reflect and challenge with the intent of improving the learning outcomes of all students.

In the early days the arrival of a TE in schools was often met with resistance and in some cases, their expertise was under utilised.  Over the past few years we have worked tirelessly to articulate and communicate the what, why and how of the TE in schools.  Their role is not to obstruct schools but to build instructional capacity.  The focus shifts from building individual capacity to community capacity.  Once we build community capacity, our schools will be able to link into an ever bigger system of inquiry, learning and knowledge.

We now understand that the most powerful way of building capacity is in situ, in context around the real problems and challenges that arise on a daily basis.  Previous models of withdrawing teachers from their context and transmitting information did little to improve their practice and only served to further frustrate them.  The best approach is to learn the work by doing the work and having someone that you can share and reflect with.  I think teachers respond well to the immediacy and collegiality of this approach.

In 2011, Michael Fullan and Jim Knight wrote an article titled Coaches as System Leaders.  They state that if “teachers are the most significant factor in student success, and principals are second, then coaches are third.  All three, working in coordinated teams, will be required to bring about deep change.”

Some may call it the power of three – we refer to it as the instructional triad (TE, principal and lead teacher) or the teacher-learning triad (teacher, lead teacher and TE).

Our TEs are an important part of our system strategy to improve the learning outcomes of all students and ensure a professionally rewarding working life for teachers.  The how and why of their work represents a shift in education from “I know to we learn” and success for some learners/schools to success for all learners/schools.

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