Coaching and Mentoring to Develop Practice

Sometimes being a reflective practitioner really sucks, all these ideas formulating and getting chewed to bits inside my head. I have been thinking about my inquiry for 2018 and have been lucky enough to be mentored by Sarah Whiting as a Whānau lead. Going in for my first session in 2018 my head was definitely full of ideas and reflections that Sarah skillfully drew out into a concrete substance. This allowed me to then group the themes together which had led to the formulation of my inquiry and my new learning for 2018.

Busy - this is part of a new cluster and will slow down as we move into Year 2.
Relationships - This has been very good in some classes however I have possibly not invested enough time in some classes to build these. The lack of a day at the start of 2018 to set expectations etc for the year has contributed to this. I need to reflect on “The Five Dysfunctions of a Team” and remember relational trust is the first part to build.

• Expectations of Learners - Sometimes the expectations on learners completing work is not very high. This has been noticed in other cluster schools as well and even measures have been put in place to support learners with learning how to finish task. How can I support teachers in setting expectations for their students?
• Accountability - Who are the teachers I work with accountable to? Do the teachers understand the expectations of the programme and their leader's expectations?
• Value Added - What is the value-add to the teachers from my work, I see the value with the students. How could I measure the value-add with staff?
• Frustration - The risk of the above themes developing into frustration on my part and then this impacting on the relationships with staff and schools.

My inquiry is going to focus on the use of coaching and mentoring to facilitate better practice. I am interested to learn the skills and knowledge of coaching and mentoring and then see if this can be utilised in the Manaiakalani Outreach Programme implementation. I am intrigued to know how I could use coaching and mentoring in the programme.

Next step is to do some new learning around coaching and mentoring as part of a CORE Education Tātai Aho Rau Empower Course on Coaching and Mentoring.

Engagement – visibility = mischief

Check out my latest blog post on Mischief and Visibility

http://blog.core-ed.org/blog/2018/07/engagement-visibility-mischief.html

Impact Stories - Uru Mānuka

Leaving to learn - the Big Four and Deeper Four

I am currently reading Leaving to Learn - How out of school learning increases student engagement and reduces dropout rates by Elliot Washor and Charles Mojkowski.

I am blogging as I continue to make my way through this book. At the very start the authors talk about the Big Four warning signs for dropping out of school. They are

• Academic failure
• Behaviour
• Life events
• Disinterest

Academic failure is an obvious one, if you are not succeeding at something then why would you wish to continue the pattern and stay in school. My son intrigued me tonight as he is learning the Ukulele and has had a change of teacher this term. All of a sudden his anxiety around his Ukulele practices has increased as the new teacher tests the learners to ensure they are making adequate progress to stay in the group. It is interesting and I am sure the original teacher did not tolerate students who did not practise and had consequences in place to deal with this. However the mention of tests has changed the whole dynamic for my son and added in a possibility of academic failure.

Disinterest is also at the forefront of many school's as they begin to collect student voice and look to ways to engage their learners in learning. The affordances of digital technologies, when integrated with a quality pedagogy can really reduce the disinterest of learners.

The Deeper Four are very interesting and I think drive the Big Four for our learners.

• Not mattering
• Not fitting in
• Unrecognised talents and interests
• Restrictions

I would think this is why well being is beginning to come to the fore front in education and the job place. I guess the challenge is how do we change a traditional education system to address these deeper four?

Collaborative Leadership

Growing Leadership in Collaborative Environments

CORE Education Empower Course

Challenge 2

My colleagues and I have been involved in an Empower Course through CORE Education for the last few months. As part of this learning we have been required to complete challenges. The latest challenge is below

Module 2 - Intentional Acts of Leadership Challenge

Making the case for collaborative leadership. Develop a 2-4 page model that shows how you see collaborative leadership working in your context. Include a rationale, risks and opportunities, possible implementation strategy/practice, roles and responsibilities. Also Include any challenges you identify and how you envisage overcoming them. 

The purpose of this challenge is to: 

• Formulate a model for leading within a collaborative setting and leading in a way that fosters a culture of collaboration and inclusivity. 
• Describe the dispositions or qualities and style of a collaborative leader and the deliberate acts of leadership required to build and support a collaborative, inclusive learning culture within your context 
• Justify, reflect on and defend your collaborative leadership model.

Here is our team, made up of Chris Bell, Maria Krause and James Hopkins, combined thoughts and new learnings. 

Reflection

This Empower Course has been very beneficial to my knowledge and development of leadership. The very collaborative nature of my colleagues has really enhanced my learning through powerful discussions as we decided to do challenges as a collaborative project. This has been really interesting as it is decreased our workload immensely while increase our understanding and learning much more than if we were working individually.  

I have been really impressed with the way conversations happened, with a group of people that are comfortable with collaboration, and also comfortable with conflict. On a number of occasions our online meetings have been ones where we have come in with no real idea of where we going to head with our learning and challenge, definitely times we were well and truly in the “pit”.  Once we got used to the fact that there's going to be silence in these meeting and you get comfortable with that silence. While we were processing the information or latest discussion, we came up with some really good unpacking of what we had to do.

It was very interesting because we would start with the four of us looking for someone to take a leadership role and quite often no one was really in the position of a good enough understanding of the task to do this. So as a result there was a lot of uncomfortable silence, until someone might have just said or sparked an idea which then developed with the rest of the group until a more tangible idea that we could latch ahold of and move forward.

I think this is something that we as teachers often forget about, the uncomfortableness of new learning, of taking a risk. I suppose putting yourself out there and allowing others to know that you do not really know what you're talking about. I guess part of this blog post and our presentation is that that we were putting it out there, that we may not necessarily be right on the money as to our understanding of the new knowledge, however there was very good learning from this and we continued growing and learning as we move through the challenges.

I think that messy learning is good for others to see you as well, often we produce and share a final product that you do not get to see all that messiness in behind. I know that in the past teachers have said to me ‘we go to a conference and see that amazing presenter up on stage and they think OK well that's awesome but how do I get to there"?  I often have to stop and inform them that the awesome presenter has got there by experiencing the warts and all and learning from them.

I think that is a part in our education system that we miss as leaders, showing the process and learning the person has gone through in order to get where they are now.

As our sector embraces Teaching as Inquiry and the affordances of digital technologies I wonder if this messy learning will become more visible.

My Brain is in my Bum

It is funny, but the most powerful statement I have ever heard about Innovative learning spaces was from a year 8 boy at an intermediate school, who, when I asked why he was standing to do his maths, told me, “For reading, I like to sit, but when I do maths, it is like my brain is in my bum, and when I sit on my brain I cannot do my maths”.

Check out my latest post on the CORE Education Blog
http://blog.core-ed.org/blog/2016/04/my-brain-is-in-my-bum.html 

Remember the days of the old school yard — moving into a new school yard

This is a reflective post I wrote after taking my daughter into the new Innovative Learning Space she will learn in this year

Walking out of my son and daughter’s school on the first day of the school year, a great song by Cat Stevens popped into my head. The song was “Remember the days of the old school yard” — you know, the one about imaginings, and all kinds of things, and laughing a lot.

Check out the rest of the post on the CORE Education Blog