Chapter 6

Sorry to Blog first as it is not my week, but I have a full day today and wanted to submit my thoughts early.

Although this chapter focused heavily on the Principal of a school and the importance of an engagement approach that allows Principals to help teachers make the links between the problems they are trying to solve and the belief and values that explain those actions. I personally made a connection between this and my and others ideas of best practise when teaching writing.

When we teach reading we follow our shared practise of modelled/shared reading, guided reading, followed by independent reading tasks. This time is used for students to practise the skills learnt through modelled, shared and guided sessions. However in writing, I feel educators can strengthen the learning involved throughout the guided writing step. In our shared practise of writing we model and share writing strategies that are designed to suit the needs of the students. Our shared practise in writing sees teachers complete a guided writing session with a selected number of students after the modelled/shared writing session. However, most students are left to work independently. We assume students understand the modelled/shared strategies and we ask students to “apply it” on their own. We therefore ask students to figure out how to integrate new strategies into their existing theory of action. This has me questioning the effectiveness of our guided writing sessions with one group of students a day. I am asking myself is this enough to assist students with their preconceptions of writing, or is there a better way we can assist students through the guided writing process? Should be expect students to be able to apply these strategies independently? I’m interested to get your feedback.

Chapter 5: Learning How to Lead Improvement: Coaching That Engages Principals

This chapter draws together the previous chapters with strategies on how to engage in change from a collaborative point of view. It also emphasises the fact that change, in all likelihood, will not be successful if imposed on others. It models the impact of Leadership Coaching as an effective tool, provided the coach already has their own ideas, knowledge and skills based around the propsed change, so that coach and Principal can dialogue between their two theories, leading to a shared theory. For this partnership to be successful and truely collaborative they need to enact the values of respect, truth-seeking and internal commitment.

Engaging in others thinking assists the Principal to avoid bypassing the thinking of their staff. In the example given the Principal had no understanding of the teachers thinking around their current practice but only focused her thoughts on the proposed change. To engage the teachers the principal needs to:
                         1. understand their beliefs
                         2. articulate her own and
                         3. create a conversation between the 2.
This in turn helps to make the Principal's thinking transparent.

The words 'substitute rather than add' resonated with me too. In much of our school PD we have asked teachers to let go of something they had been doing and substitute it with something new. We cannot keep adding to what has 'always' been done. On p84 it alludes to the fact that any change requires a shared journey; can the Principal do anything differently that will assist teachers with the proposed change?  This can only be done through engaging with rather than bypassing others theories of action.

Chapter 4 Phase III and IV

Many things in the chapter made me reflect on my own practise as a leader. When I read the section on the leader's role as an evaluator I agreed that often we confuse this term 'evaluation' with 'judgemental' and being judgemental stops a leader being open to discussing the views of others and being open about how learning is being evaluated.
We need to look at all the competing theories when making a decision on the criteria to be used to evaluate change. If we don't we will not engage all the stakeholder. The five steps for agreeing upon a set of evaluation criteria were clearly delineated but the main point that resonated with me was that improvement will only happen if the problem is analysed and the criteria used to evaluate the solution are closely aligned and as it states later in the chapter monitored within a selected time frame.
I found the section where leaders were in a 'communication tangle' caught between an honest evaluation and a personal/professional relationship also extremely interesting and the conflict between a leader's 'thoughts/ what they might say/ how they should say it ' very honest. One sentence I identified with was: "not to tone down or withhold the words but to change the thinking that produces such a judgemental evaluation." I could be more open minded in checking that my evaluation matches that of the teacher.
In phase IV, the implementation of a new shared theory of action, made me think that when we do introduce new actions do we offer enough support? do we ask teachers if they still have concerns? do we ask if they are implementing these new actions in their teaching and how do we ask this? Each teacher needs to attended to individually. It is true that as leaders we want all students to improve not just those students who happen to be in the class of a teacher who will more readily change their practice.
Figure 4.5 summed up the last section succinctly and I think we need to make it very clear to teachers that as a part of regular classroom observations, classroom walk throughs and instructional walks what leaders are looking for when they give a respectful critique and as teachers that they can ask for feedback in an area they seek improvement or an area in which they have become more confident. 

Chapter 4: The Four Phases of Theory Engagement

Bypass Approach to change - characterised by persuasion and or incentives + accountabilities. This is compliance but not engagement. It doesn't develop a sense of vested interest in the change.
The illustration on page 39 sums up the Four Phases:

I liked the quote preceding this diagram,
          ". . . the following description greatly oversimplifies its iterative, dynamic and messy nature."

Phase 1: Agree on the problem to be solved.

Here Robinson identifies that there needs to be collective wisdom behind a change. It needs to be something that is sought after not merely because someone 'says' that it is best practice but because it is understood that to make the change would have a significant positive impact. It must also be something that is seen as possible, not merely a lofty, idealistic goal.
The challenge for change comes from data. In particular comparative data showing how a shift in approach might benefit student outcomes.
Constructive Problem Talk
"agreeing that there is a problem provides no guarantee of agreement about its causes and possible solutions." The common ground of the agreement allows for movement towards a next step without blame.
Avoiding or playing a blame game when dealing with an issue is more common but ineffective.
"A problem is defined as a gap between a current and desired state of affairs. People can agree to reduce the gap whether or not they agree on how large it is." p.45

Phase 2: Inquire into the relevant theory of action.

What was done or not done? = the action component of a theory in use.

Why was that done or not done? = beliefs and values explaining the above.

What happened as a result? = consequences

"To listen to and acknowledge a theory of action does not signal agreement with it." Relational trust.

Resistance = not a personal opposition to a leader but a "rational response to a perceived threat to what is held dear" p.54   = "theory competition"

Phase 3: Evaluate the merit of the current and alternative theories of action.

People may evaluate theories of action very differently because they do not agree on the criteria against which the theories are evaluated. 

For myself the question arises What if my theory of action is correct, even in part, and I am influenced to change? Can data be manipulated to reflect the worth of any theory? This speaks again to the whole initial idea that this is a messy process and reinforces the need to have relational trust while ongoing evaluation can be undertaken.

Evaluative Criteria is a crucial component of any attempt at change or recognition of validity of current practice. 

"Engagement requires both parties to have access to each other's thinking." p.60

My earlier question here was addressed by the "I am right" idea later developed in the section. Having access to each other's thinking also needs to be considered in terms of whether one person in the discussion is perceived as in a position of power or as an equal in finding a potential solution to a perceived problem.

Phase 4: Implement and monitor a new, sufficiently shared theory of action.

The emphasis on frequent feedback as being core to improvement was clear. Allowing a change project to run without constant checking in, on progress in implementation as well as outcomes, would lead to a potential waste of invested time. Collection of ongoing data is crucial.

Every child every day does not just apply to focus 160. Educational improvement once adopted as a program in the school need to have widespread application. Where this is not present, or perceived so, data should be referred to and evaluated. This evaluation should occur as a matter of course regardless of success or other. This leads to timely and appropriate support.

"The point is . . . to get timely information that people agree is sufficiently trustworthy . . . to judge progress, identify unanticipated stumbling blocks and make decisions about any needed revisions to the new theory of action." p.69

Two Approaches to Leading Improvement: Bypass and Engage (Chapter 3)

Chapter 3 delves deeper in the difference between the 'Bypass' and 'Engage' approaches and also reinforces the need to reduce change in order to increase improvement. Understanding that all change involves two theories of action - the leaders alternative theory is the espoused theory and the teacher's is the theory in use.

(Robinson,V. 2018, The Bypass and Engage Approaches to Leading Improvement, Reduce Change to Increase Improvement)

Figure 3.1 clearly shows the difference between the two approaches, highlighting how the 'Engage Approach' allows for dialogue to occur where both theories of action are evaluated. This is very important as it shows a respect and trust between the different parties. Where as the 'Bypass Approach' doesn't take into account the teacher's theory of action or assumes everyone has the same desire to improve the current situation.

Chapter 3 also explained how critical it is to understand the beliefs and values that drive the current practice because if this doesn't happen you are more likely to experience objections towards the improvements.

An important aspect of this chapter to me was the importance of evaluating all theories of action - the current practice as well as the proposed practice. This really deepened my understanding of why some 'new' approaches don't succeed - especially ones that are presented in a top down manner, as they can't/ don't always seek to understand the theory of action currently in practice. It is easy to understand however why the bypass model would be the preferred approach , especially when it is implemented at a diocesan or national level (as mentioned in the book) as it is difficult to dig deeper into the theory of action of all stakeholders.

Although now it seems so obvious, the book also highlighted the importance of both parties to agree that the current situation is unsatisfactory and experimenting with an alternative methods is the best way for improvement to occur. Sometimes I feel I forget this aspect of leading change, especially when I feel passionate about the new method or can obviously see the positive impact it may have on student learning.

When reflecting on my own practice it made me realise the importance of not assuming others have the same theory of action as you and to spend time in dialogue with staff to develop an understanding of their theory of action. It also helped me see the importance of having a clear understanding of my own theory of action so it can be articulated with staff and evaluated. It also highlighted how important respect is in our roles. Respect is so important in order for a robust debate to occur around all theories of action so an agreed solution can be found.   This is clearly the only way to move from bypass to engagement and ensure improvement of student learning occurs. Hopefully I will continue to develop my skills in this area and deepen my own ability to embed this into my leadership.

Understand the Challenge of Improvement (Chapter 2)

When starting this chapter I found it a little confusing. The language of espoused and used theory and looping completely through me. That was until I got to page 20 and started relating the chapter to our introduction of the EMU strategies almost 7 years ago. As a school we sent people to be trained as leaders and specialists because the Diocese required it of our school/s because the data in numeracy needed to improve. Teachers values and beliefs were not taken into account at the Diocesan level but for implementation to be successful schools had to consider how best to move the school forward. Teachers who were the most successful in their implementation were the ones who wanted to do better than they had been up until that point and were open to change including the use of rich tasks, using data to drive the learning and allowing the students to verbalise their thinking to each other throughout the lesson and to the class during reflections. Others felt that what they were doing was working in its current form and therefore why change. It is important for any change to be successful that we need to meet teachers where they are at. Change cannot be forced or imposed if it is to impact on learning and leaders need to support staff by designing professional learning opportunities to build capacity. Leaders need to know their staff and give them a voice if implementation is to be successful. Collaboration and consultation needs to be included as part of any successful change.

To much change not enough improvement (Chapter1)

The first chapter focuses heavily on reducing change to increase improvement. The most interesting point I took out of this reading was that the more leaders focus their relationships, and their learning on the core business of teaching and learning the greater the influence on student outcomes. A key way to measure if a change in the school has made improvement is by the impact it has on learners. Teachers involved in any change need to be involved in ongoing inquiry into the impact of the change so those involved are able to make the change work for students in their own context. Schools make an impact with change when there are goals set that are based on curriculum and evidence based on student learners needs.

Leading the Charge

This last chapter developed some very sound points on the topic Leading the Change.
I agree with the focus on problems and them becoming distractors to progress and vision. I also understand the frustration of feeling like  you are stuck because of a particular area. the 'Yeah But' voice in ones head needs to be acknowledged but controlled.eg budget or govt compliance. I believe that generally at St Pats there is a solution based mentality amongst the teachers who are very capable of solving complex situations together. Sometimes it takes some time and some breathing space but as the text said if it is worth it it will happen.

I took particular note of the suggestion for moving from talk - rhetoric - action. When a leadership team works well together we can hold each other to account in this so that it is not just all talk. This is particularly challenging for leaders in the classroom. It is not expected that all practice is perfect as we are all on our own journey however a willingness to learn, to embrace challenges and to seek assistance allows others to do the same. The question posed in the text is very helpful here, "Do we hold ourselves accountable for implementing ideas and strategies learned through professional learning. Again it may not be in all aspects however this is expressed and made transparent. eg my focus is to learn to use data better to inform decisions I make. I recognise that I am not confident as yet in ....."

The questions on page 230 I think that there are still some practices that because of 'tradition' are still presented/ designed, eg homework. It is hoped that we are moving away from the 'old' format such as mental arithmetic, spelling lists, projects using cardboard project like supports etc. It is when the teachers understanding of learning begins to grow and change that they themselves start to question the effectiveness of what they are doing and why. This is wonderful to see. Parent education is key in this area.

One of the aspects of leadership I am continually mindful of is not to get caught in what is referred to in the text (pg234) as the alphabet soup of initiatives. It is so easy to become allured by what sound like wonderful ideas however the suggestion to keep a 'laser like focus on what evidence indicates  is required. One key question needs to be, "How does a particular policy[/strategy, focus] affect student learning? If it doesn't , then why is precious time spent developing it and enforcing it? and "Do our policies reflect our desired learning outcomes.

 A good chapter!

Leading the Charge

A recapping of our term's reading that reinforced the positive affects of change but also how difficult it can be in all places. The ideas that stood out for me during the reading of the chapter were the idea that it is a " process as opposed to an event." Which takes vision, planning, patience and perseverance - I know I ofter fall into the trap of wanting the change to occur yesterday - so reading these words again allowed me to see the importance of having patience and persevering with the changes, especially when we have a clear plan and deep pedagogical understanding of why the change needs to occur.
When working in such a strong team as out I think we balance each other and continually remind ourselves of the need to take time to reflect and reevaluate to improve the outcome rather than giving up on the ideas. This is an important dynamic to have in a leadership team as it allows us to clearly refer back to the reason behind the change rather than become reactive in our approach.
The elements presented on page 228 - are important when we are moving from talk to action and enable us to stay firm to the process and the focus we are wanting to achieve.
I also liked the section that referred to how change is uncomfortable as it helps me understand why there is at times a resistance against it - it is how we work through the resistance that is important in the journey so all can see the positive impact the change will make on the students in our care. Which really are and continue to be our driving force behind any change we are making.
May we continue to work together to empower students and staff to take risks and seek change. Not easy but important. 

Collaborating and Engaging with the Community

Yet another chapter that challenged and affirmed my thinking. Many of the elements of the article are reflected in a recent blog post by Greg Whitby especially around the area of changing the way we report to the parents. As was mentioned on page 203 and again on page 218 - the need to have 'brief communication on a regular basis' rather than a twice a year report session which is currently the practice in many of our schools. The challenge for me is how do you manage to do this on regular basis with all the other aspects to teacher pulling you in all the other directions as well. How can we move away from the paper work and move towards what is really going to have an impact on the learning of the students? This question remains unanswered.

Parent engagement beyond the " feel good community events' is such an important part of our role as teacher/ educators. Wanting our school to be a higher performing school brings us to the challenge of being able to - focus on building trust, collaborative relationships among teachers, families and community members.
recognise, respect and address families' needs, as well as class and cultural differences.
Embrace a philosophy of partnership in which power and responsibility are shared (pg 202) seems like a huge mountain to climb at the moment.

However keeping the points noted on page 208 - 209 should definitely lead us in the right directions especially if we use them to reflect on our current practice and drive us forward as suggested in BF post. Using them as an examination of conscience and being open and honest with ourselves as well as community members I believe is the way forward to true collaboration.

Collaborating and engaging with the community

I found this chapter had some very useful and important considerations. I found the topic on engagement moving toward collaboration very interesting as I reflected on the opportunities we provide parents at St Pats. In my opinion I believe that we are more in the engagement end than collaboration, especially in th learning agenda. I believe that this is a matter of practical consideration rather than ideological as I feel that we as a school understand the importance of parent involvement as discussed earlier in th chapter. The question is how t do this under the time constraints and life work balance needed for teachers/leaders.
A key statement to highlight is “if serving is below you, leadership is beyond you”  worth contemplation.

My favourite section however were the points made on Page 208 as it gave me a good platform to reflect on my leadership:
1. Do I make child-centred decisions daily?
2. Am I present to staff, parents and children?
3. Do I display competence?
4. Do I invest in people?
5. Do I create transparency?
6. Am I reliable and follow through?
7. Do I walk the talk?
8. Do I lead with integrity?

Wow this was like a professional examination of conscience. Worth doing at all ‘levels’ (for want of a better word) of leadership