Building a professional relationship between teaching and non-teaching staff.

In my experience this is usually a no brainer as most teachers are expansive people who recognise the contribution of non-teaching staff and develop positive relationships with them.

However I offer a note of caution about the few teachers who might somehow feel they are a bit above the non-teaching staff.  As Principal keep an eye out for any such feelings and nip them in the bud.

I offer a personal experience that still rankles within me.  My darling wife, after raising our children to an age where they were no longer little ones, decided that she would like to become a Teacher Assistant which was new in terms of her pre-marriage career.  She set about achieving this and in several situations of various schools and teachers she was very happy in this role.  She had excellent  reviews from all the teachers with whom she worked.  In what turned out to be her last posting, a new teacher came to that school and my wife was her Assistant.  Things went along smoothly for some time then this teacher began to talk down to, and one has to say mentally harass my wife.  This was a totally new experience for my wife, who had got along so well with previous teachers that these persons became her friends outside the school setting.  My wife, who is a very tough little lady, was brought to tears by this situation.  At the time I was a Superintendent of Schools in the same education system and after a time contacted the school Principal to see what he could do about this.  He was nice guy but not strong enough to get in and unravel the problem.  I did not pull rank nor would it have been appropriate for me to personally investigate the situation.  It was never resolved and my wife after a time resigned.  If she had not done this I would have taken more drastic action possibly requesting the Superintendent of the district for that school, which was not me, to investigate the situation.  Even this would have been fraught with the risk of me to be seen pulling rank and displaying a vote of no confidence in that Principal.

I've got to admit that I have never been able to come to terms with a Principal not being strong enough to resolve such situations.  I feel that any Principal worth their salt must be trained for and capable of doing these tough things in a just and fair way, with due process and natural justice in play.  Sitting on one's hands and hoping it will all go away is not an option.


May the Force be with you!

GD

Meetings

This post is not about how to run an effective meeting but about meetings in general.

School communities have many meetings that are traditional like staff meetings, subject (learning area) meetings, School Board meetings, Annual General meetings and so on.  The time taken for meetings is valuable to all present and there is nothing worse than spending 45 minutes or more in a meeting then walking out knowing that it has been a complete waste of time.

I am assuming that Principals know how to organise for and run meetings so as I noted above I am not going into this.  The set of meetings that your school has needs to be reviewed as part of the School Development Plan (see previous posts on this blog about the School Development Plan) to ensure that meetings are not overdone. This review should also tap into the effectiveness of the meetings.  Any meeting that is not relevant to the learning of the students in some form or another is probably not worth having."

I spent my last couple of career years as the A/Director of Personnel for the Education Department of Western Australia.  Today this would be called Human Resources Director.  My department had 160 staff whose prime job was to ensure appropriate staffing of all State schools and to ensure that the entitlements of all staff were appropriate, inclusive of paying the fortnightly salaries and accommodation for teachers in rural schools.  I had managers to whom I could delegate to ensure that our goals were achieved for each off the various sectors of the State school system.  I was lucky to have three superb managers respectively of the Special Ed sector, the Primary school sector and the Secondary school sector.

My department was one of many in the overall Education Department and part of my job was to attend various meetings.  My meeting schedule was ridiculous. My experience was that I attended so many poor meetings that were a waste of time that on one occasion (tongue in cheek) I suggested to my PA that she cancel my attendance at half the meetings I normally attended to see what would happen.  We never did this, but to this day I suspect my not going to many of these time wasting sessions would have not made one scrap of difference to anything.   I felt that if I attended another meeting where we were again entreated to conceptualise this or that I would go mad.  It was often so impractical in tone and outcome.  I wanted to say to many of those present that at this very moment the kids and their teachers are out in the schools doing what this should be all about.  This experience of so many poor meetings has turned me off meetings for life.

Thank goodness school communities are the front line and the meetings are likely to all reflect this.  I say again: "Any meeting that is not relevant to the learning of the students in some form or another is probably not worth having."

While this post is not about how meetings should be run I cannot resist saying that any Chair of a meeting who does not create a good listening environment for participants within that meeting had better rethink.


Sorry my tone is a bit bossy, but I felt the need to cut to the chase with this topic.


May the Force be with you!


GD

PS:  Forgot to say that meetings that are full of eduspeak and jargon can be a serious pain.  Plain language with the use of technical terminology only as needed is the way to go.

Principal's open office door or not?

In large primary (elementary) and secondary (high) schools the Principal usually does not have an officially designated teaching role and is generally busy running a complex organisation.

The question is whether under these circumstances the Principal should have an open door to their office.  This can be difficult if it gets to the stage of so many interruptions that the Principal's daily administrative and educational goals cannot be easily achieved.

There is nothing wrong with having times where you are not available to everyday sorts of interruptions, but care is needed so as not to isolate oneself and be seen to be unreachable.  A reliable secretary or personal assistant (PA) will be alert to let you know if there is an urgency that you would want to attend to immediately.  The role of this PA is crucial for you as the Principal.  The PA needs to be a super communicator who never appears officious in shielding you from contact by staff, parents, board members or students.  I was lucky as a Principal and Superintendent of Schools to have excellent secretaries.

There will be others in the hierarchical chain who have delegated roles that in effect give you time to focus on your leadership role.  They shield you from the everyday interruptions. These persons have various designations such as assistant or deputy Principal, Counsellor, Registrar, Curriculum Coordinator.  You need to be an effective delegator to bring these persons into play.  Once you have delegated a set of responsibilities you need to let the person get on with it.

Many Principals do a bit of teaching to keep their hand in and maybe lead by showing that they have not lost it.

If your self assessment process comes up with judgements that you are unapproachable or remote you have a problem.


May the Force be with you!


GD

Are teachers on the same page with their interpretations of the syllabuses of the prescribed curriculum?

In Australia schools, especially government schools, are being urged to follow the Australian National Curriculum (ANC) or the state by state adaptation of the ANC.

Now teaching is a fairly isolated business whereby a teacher is there fronting a class whether they be in the primary (elementary) or secondary (high) school sectors.  I have concluded after all my many years in schooling that teachers should be given the opportunity through in-school in-service whereby they work through the various syllabuses discussing the prescribed learning outcomes to ensure that they have a common understanding of what each outcome means.  For primary school teachers you might think this would take forever but believe me I have proved that it doesn't.  For secondary school teachers the task is easier as they have one or two specialist subjects but all should also work through the English syllabus.

If this is done  the teachers of say the three classes of year 4 students are all on the same page not isolated in their classroom having made their own interpretation of the prescribed learning outcomes in the various syllabuses.  Likewise the secondary maths teachers are on the same page across the various year levels the they teach.

Part of the discussions is to agree on what behaviours would demonstrate mastery of the various prescribed learning outcomes based on a commitment at primary school level that a least in English and mathematics a student should not be moved to new learning if they have not mastered the prerequisites for that new learning.   To move students on when they have not reached this mastery is at the root of the complaints that literacy and numeracy standards are not what is desired across the country as it result in cumulative gaps in the learning.  For secondary school teachers such mastery would be expected across all subjects.

An offshoot of such inservice is to encourage teachers to also chat about the learning strategies to be used to attain the prescribed learning outcomes.

Such in-service whereby teachers discuss and share at a practical level related to their teaching is generally hailed as one of the most effective forms of in-service.

You may see this post as a repeat of the previous one but it is more a reinforcement of an approach about which I could possibly be classed as a zealot.


May the Force be with you!


GD

More complaints about the Australian school compulsory national testing program NAPLAN

If you track back through earlier posts you will find more detail on NAPLAN (National Assessment Program - Literacy and Numeracy).

A couple of Queensland tertiary educators were seem recently on TV raising all the negatives about the NAPLAN program.  Stuff like teachers teaching to the test and minimal evidence that NAPLAN is leading to Australian students improving their literacy and numeracy performance.

Such criticism always causes me to go to back to my basic strategies for improving literacy and numeracy.  I would use NAPLAN as a school principal to show where a student sits in relation to their age cohort, but even more crucial I would ensure that the following occurs in my school community whether it be a primary school (elementary school in the USA) with generalist class teachers or a secondary school (high school in the USA) with specialist subject teachers.

Strategy #1:   Teachers must be given the opportunity to sit and talk with one another about the maths and english language syllabuses to ensure that they are making common interpretations of what these syllabuses require. I have proved that this is effective inservice from which teachers develop common understandings of what each syllabus learning outcome means and what evidence they would accept that a student has mastered a prescribed outcome.  This latter agreement is in effect a standards setting exercise.  Teachers move through the syllabus prescribed outcomes very quickly in such discussion situations.

Strategy #2:  For prescribed learning outcomes that can be deemed essential for functional literacy and numeracy I would have a policy whereby each student has to show mastery of these essential outcomes that are also prerequisites for the new learning to come. Mastery means demonstrating that they have fully achieved a prescribed outcome over several spaced assessments for what that outcome requires.

In previous posts I have provided much detail about these two strategies to show that they work in a practical and effective school community.  The politicians who cry out for Australian students to rank high in international tables for literacy and numeracy probably wouldn't tolerate these strategies or should I say understand them.  They want the pressure of NAPLAN to drive teachers to greater efforts.

Once again I rest my case.

May the Force be with you!


GD

Looking after yourself

I probably shouldn't write this post in case it insults you by teaching you to suck eggs.  However I know how easy it is for work as interesting and rewarding as being a school principal to become all consuming.  Been there, done that and probably in hindsight should rate myself as a workaholic.

As a school Principal you are the lynch pin of the school community.  To be always on your game you need to look after yourself physically, emotionally and socially.

You will have peer colleagues, friends and loved ones all of whom are your support base.  Revel in this support in a general everyday sense and seek out appropriate persons when you need extra support and maybe specific advice.

Physical Wellbeing

There is no substitute for regular exercise.  If you are still of a relatively young age you may play a lot of sport for the thrill of the competition, the fun and the fitness. As you move through the years you can keep up suitable exercise regimes.  For me it was jogging, swimming and tennis.  Even in my now senior years it has become as much physical work as I can do in my garden and regular walking.  No matter how many pressures are on at school the exercise time provides a release and better management of the issues when you get back to them.  Not to mention the overall health benefits.


Social and Emotional Wellbeing

One needs to be cautious in making pronouncements about social activity as we are each different.  Some like a lot of social contact and some less social contact.  Amongst your staff you will need to be a measured communicator who engenders confidence and trust.  Even when tough love is to be delivered anger and tension are to be avoided.  People respect you if you are quiet, calm, measured and fair and communicate with others showing respect at all times.

Amongst your friends interactions become much more close and amongst your family very close and intimate.  Again respect is the true fabric of effective human relationships.  Respect morphs into love for ones partner and ones children.  Your work as a Principal is very rewarding, but in the end it is work and not an end in itself.  You need to spend vital time with family and friends.  I offer these words from a daughter who lost her father tragically : I offer them because they express her deepest feelings but also contain a message for our own wellbeing:

"Hold your family close.  Never for a second take them for granted as that will be the second you lose them."

You'll think I'm mad but for me the relationship with my loved ones is the ultimate nature of reality.  It is my practical metaphysics if you like, with apologies to the true believers in say a Christian, Jewish, Muslim God and other transcendental beings.

It is easy to become stressed by the myriad responsibilities of being a school Principal.  Such stress can creep up and not be recognised for what it is.  If you experience this learn to de-stress through the support of your loved ones and through some good old fashioned physical exercise.  Often a chat with a Principal peer helps to solve the issues that are causing the stress.  I am resisting comment on severe stress which you would know must be dealt with and in the worst case scenario by professionals who know how to do this.

I have not mentioned activities like meditation to help us maintain our wellbeing, mainly because I know so little about it.  There are many who swear by it.  I have always had a form of meditation I guess in my love for fishing.  There is nothing more calming that being alone on a beautiful beach as the dawn breaks to the sound of the waves and the smell of the salt air.  Making sure one treats the catch as humanely as possible is part of this.

I guess fishing has really been a sort of hobby and I mention this as I am sure hobbies of various sorts are helpful in maintaining our wellbeing.  Hobbies can include many artistic and practical pursuits.

As Principals we are not expected to walk on water, but we are expected at times to attain to something pretty close to that remarkable feat.


May the Force be with you!


GD

PS:  After writing this post I set about playing my guitar.  I love it, but it is a skill learned long after my time as a busy educator.  I wish I'd had it then as it is so therapeutic.  To all you muso Principals out there, happy picking, strumming, tapping, bowing and blowing.

GD

The Safe Schools Program

I write this post in a context of Australians just having voted in favour of same sex marriage.  The LGBTI community is overjoyed and so am I, a heterosexual male married to a woman.  We voted 'Yes' for same sex marriage to be legal.

In Australian schools over the last year or so the Safe Schools Program has been designed and implemented to assist the LGBTI students as they process through school.  It is a program for all students to experience.  It has caused a hue and cry amongst lobby groups and politicians such that it was banned in primary (elementary) schools.  It is said to allow students to face the realities of LGBTI persons and their rights not to be discriminated against.  During the lead up to the postal vote about same sex marriage the Safe Schools Program was often cited as a concern by the advocates of a 'no' vote.  They felt that if the vote was 'yes' it would be open go in the schools for the Safe Schools Program.

As a school Principal I am sure you would be pulling out all stops to ensure that LGBTI students do not suffer bullying or discrimination in your school community.  You might however be under subtle pressure from some parents who might baulk at their children being open to discussions about sexuality.

In the past in Western Australian government schools when sex education was on offer, parents had the right to know and refuse to have the school carry out this aspect of education for their children.  In the contemporary scene of this controversial Safe Schools Program parents should be informed of the details of the program and have the right to exclude their children.  However if the State Governments, which are responsible for government schools in all Australian states, legislate that the Safe Schools Program be taught Principals are obliged to do so.  I just hope that each Principal in consultation with their School Board has the freedom to allow parents to exclude their children if they deem this appropriate.

Having said this, Principals will have to be careful to operate within the legislation as not to do so could see them accused of discrimination against LGBTI children.

In some religious-based non-government schools the Safe Schools Program may not be taught on the grounds that the religious beliefs prohibit this.  I watch with interest as the Federal Australian Government now works to put into legislation protections to ensure that such schools will not be seen as discriminating against the LGBTI community.

Very tricky stuff.

May the Force be with you!


GD

Using your time wisely as school Principal

You now have super powerful computers to help you to be organised for all the day to day jobs that a busy Principal has to do.  I am too far removed from the contemporary scene in schools to make much comment on how you go about your administrative tasks using this digital technology.

However I want to make the point that as school Principal no matter what the size and complexity of your school you are the educational leader first and foremost.  Thus you need to budget into your weekly timetable time to keep on top of how the learning program is going.  Part of this should be to have face to face contact with student groups but not to the extent that you spook the teachers into thinking that you are looking over their shoulders.

At any time an outsider should be able to ask you how the learning is going and receive an answer that convinces you are on top of this.

In very large secondary K-12 schools you can easily become very far removed from the learning as you have delegated persons who are very hands on with this.  There should however be a system of regular discussion with and reporting to you on how it is all proceeding.

I spent time as the Director of Human Resources for all the government schools in Western Australia.  I had 160 staff to do the work that affected the 32,000 Education Department employees.  I entered this job from the position of having been a school Principal and a Superintendent of Schools so I brought to the position a real hands knowledge of what it was like out there in school land.  Even with this experience it was hard to keep the focus that everything we did in Human Resources was for the betterment of learning in the schools.  I got rather desperate to keep a grip on the realities on the ground and recall a plea from a small very remote school that they had lost their school cleaners and had issues.  I asked my appropriate manager to set one of his staff urgently on to the problem until it was fixed.  The clerical person charged with fixing the issue did so quickly and effectively. Now the kids and staff of that school had a hygienic safe workplace once again.  The principal sent me some student art as a thank you and I was delighted to festoon my city office with the student output.  This is what it was all about.  I wrote a personal thank you note to the clerk who had dealt with the issue so quickly and effectively.

In this central office position my managers made sure that they and I together periodically visited the various school districts to support the Regional Superintendents and their Principals, teachers and non teaching staff.  We took on board the issues that came from the ground and on return to the central office I made sure that we took immediate action that was helpful.

My point as you can see is that as school administrators we must resist becoming too far removed from the student learning.

Sorry, I hope this post is not too much like teaching you to suck eggs.



May the Force be with you!


GD

Expect the unexpected

I am deeply saddened to tell you that a car plowed into a demountable classroom of a primary school in Sydney yesterday.  Two 8 year old boys were killed and 20 other students injured.  The seriously injured appear to be recovering.  The horrible truth is that the driver of the car was a mother with children at the school.  Apparently she went down a driveway that passed the demountable, which was well set back form the outside road system.  We wait to see why the car got out of control.

What a shock for all concerned and there was the Principal expecting that day to be able to get on with planning for 2018 while winding down 2017.  Apparently the Principal handled the situation superbly.  My feelings got out to that school community.

While as a Principal you expect a steady safe day, there it is you are dealing with a tragedy.  Somehow in the Principal armoury there needs to be a readiness for the unexpected sitting there in the back of the mind.

I always say Principalship is a tough gig but we all love it.


May the Force be with that school community!


GD

Listening is good part 2

Professor John Hattie's team for the Melbourne University Graduate School of Education works in schools observing teachers as they communicate with students in the classroom.  The team is of the view that too much talking at the students to the detriment of listening to the students reduces the effectiveness of the learning.  A team member observes the teacher and measures the extent of the teacher input and the student input.

I observed a teacher under this scrutiny on a TV documentary and the teacher found it daunting, but gradually adjusted to provide more time to listen to student concerns about the learning in progress.  From memory the teacher was in the early stages of the observation surprised at how her input dominated.

Lets consider an example where a new maths algorithm is being taught.  It will require what I call some direct teaching from the teacher to initiate the new learning. During this explanatory period the teacher pauses to take questions from the students. As the questioning proceeds the teacher gauges from the students' questions and comments whether the students have a sufficient grasp of the process to attempt an example.  An example is set and the teacher moves quickly around the room doing over the shoulder advising and assisting.  This process is repeated until the teacher feels confident to let the class have a try at say 5 examples.  Again the teacher moves around the class doing the over the shoulder assisting, marking the student's output and providing positive encouragement. At the conclusion of this step the teacher calls for more questions and comments, all the time gauging the success of this total pedagogic process.

The imagination of your teachers will be able to apply the listening procedure to various subjects.  For example in science there can be a lot of encouragement for students to work out what will happen if one does this or that in say chemistry or physics.  The students do most of the talking.

The trick in all of this is to ensure that students are bold enough to ask questions and to raise points without fear of any sort of put down from fellow students.  Of course they should never fear a put down from the teacher.

Listening is good!


May the Force be with you!


GD