Chapter 6 on Learning How to Lead Improvement ... was particularly interesting to me in my role as principal. The topic on principal well being is often discussed but I felt this is the first time that anyone has hit the core of what can assist ie examine the Theory of Action ToA and the resulting actions and consequences. It is easy to see also how this structure can be incorporated into other forms of professional learning in the school. I found when writing this blog I could have written pages so instead I have commented on a few aspects.
The first thing I found useful was examining the ToA as a reflection of my own leading. I could not help but 'check in' if I believed and valued the same aspects as presented in the examples given. One of the key points ie responsibility, is one that is visible in many of our governance documentations and this can become overwhelming if one does not remember that you are surrounded by highly competent, intelligent leaders and teachers. I also agreed with the analysis that whilst the report on principal well being revealed some patterns re time use, in the original approach, it did not examine the reasons for those patterns Eg ToA This is often the approach I feel) Overall this chapter explained well a reference structure for most Professional learning. Good explanation of when bypass can be used (pg 107)
There were many statements in this chapter I feel worth highlighting eg:
'There is compelling evidence that investment in teacher and leader knowledge and skill has a far bigger effect on student outcomes than investment in such things as school architecture, computers or extra staffing (Hattie, 2009)
This is a belief that I have always felt to be true. I remember when I first came to the school we discussed as a staff that our greatest asset are the teachers; supported by other members of staff. Taking our time to continue to up skill over the years and then slowly supporting the learning with appropriate resources is key. I feel that if we were to create a school design together for the future we are now better equipped to do it together with significant engagement. I can now see why some of the early models of Flexible Spaces had no chance of working to its optimum because to be fair there was not the time to engage in peoples ToA
'...a substantial part of the course needed to be devoted to teaching participants how to reveal, evaluate, and revise the ToA that explained their current patterns of ...' Pg92
This led me to ask, How much time do we spend on this skill with teachers? Input from others can then be used as a resource. It is definitely doable.
Final message:
' A leader must listen and be ready at any time and for any aspect of an improvement process to switch from bypass into engagement mode, whether it be for a few deep conversations or, as in this case, for most of the design process.'
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Chapter 3 delves deeper in the difference between the 'Bypass' and 'Engage' approaches and also reinforces the need to reduc... -
The first chapter focuses heavily on reducing change to increase improvement. The most interesting point I took out of th...
The key points you included in your blog where also the ones that stood out to me, although in relation to my own leadership role. Spending time reflecting on PLM and how important it is to allow teachers to discuss their ToA is so important, as we have discussed as a leadership team often. Yet I do find myself 'filling in what I perceive as the needed gap" when preparing for sessions. Again this book has allowed/ directed me to reflect on my leadership role and how easy it is to move straight into the bypass model rather than the engage. It has also reinforced the need for the engage model to be the preferred model.
ReplyDeleteI agree allowing time teaching participants how to reveal, evaluate, and revise the ToA ... Pg 92 is essential and doable. We now must set up procedures to enable this to happen. Making sure it is done in a way so staff see it as important and essential (as was spoken about during this chapter) so they have buy in rather than putting displaying resistance is most important.
I believe the refection section in this chapter is worth completing so we become more aware of ensuring PLM are beneficial for all participants.
Reading this chapter was very thought provoking. I too highlighted the statement on investing in teachers rather than resources etc. I feel that teachers need to see themselves as leaders in what they do. Sometimes I still feel that teachers expect the Leadership team to have/know all the answers when in fact there would be times where they themselves can respond to certain situations better than I.
ReplyDeleteI too agree that we need to seek to understand teachers beliefs and in turn what their ToA might be. How we do this in a non confronting way for some is the challenge: especially when they even find it difficult to contribute during PLMs. Are these the sort of conversations we should be having with individuals or in small groups. I agree with Leanda that we need the procedures to enable this to happen. A starting point could be the steps suggested in the paragraph on p91.
It also eludes to building leadership capability throughout the school. How do we do this when teachers already seem stretched to the limit keeping up with their responsibilities to their student's learning and their own well being?
Do we let all the different distractions of the day to day running of the 'business' impede the true goal of teaching and learning ?????
ReplyDeleteOnce again she reiterated that if the teacher does not have the theory of action needed for change then change will be difficult. Should we look at the staff's ToA before we write our action plans?
I do think we delegate tasks and trust that they will be carried out but it is nice to have a buddy to consult when planning or coordinating. Prioritising is difficult but needs to be managed well.
Favourite part the two reflection questions: can we discuss them?