2March2010
Posted by Jan under: Uncategorized.
Reading, ‘Riting and ‘Rithmetic
Relevance, Relationships, Rigour
Tonight, following the release of the national curriculum, Twitter was totally buzzing with tweets backwards and forwards, indignant, critical, provocative, heartfelt, passionate. Tweets and tweeple from all over Australia. Tweeple who love learning and who have developed relevant relationships filled with rigour (as we embrace technology…..) in an online environment. Most tweeple have never met in person but value, trust and respect the professional learning networks that have been built through the Twitter environment.
Beautifully though, in and around the posts discussing national curriculum, were recommended readings, queries for help and support in creating lessons and/or presentations, invitations to join specific professional learning forums….. You may recall an earlier post relating to Diffusion of Innovations Theory. Clear resonance? Yes, I believe so.
Before you read the posts I have chosen to share with you, I suggest you listen to Mumford & Sons – Little Lion Man. I am serious. Really listen to the lyrics (not just THAT line). Additionally, listen to The Seekers – Keep A Dream in Your Pocket. Complete contrasts? Yes indeed, but, you may really feel moved and find quite a strong correlation to teaching and learning.
Enjoy the following posts (in no particular order) which have been borrowed from the Wide World of Twitter:
Julia Gillard just said ‘That’s how children were learnt to read’
(Aus) parents, who elect political decision-makers, want ‘back to basics’ education, 3Rs & all. Why?
‘Readin’ and ‘ritin’ and ‘rithmetic Taught to the tune of the hickory stick’ 1907
actually, that makes sense – irony isn’t a ‘basic’, so probably not learned until year 10…if then 
That makes no sense – ALL parents want a return to basics and grammar. As a parent you should love NAPLAN drills.
Some people collectively imagine that what ‘could be’ is a school with great spellers & NAPLAN scores.
well Sam (4) has no trouble with CAT – mind you wanted to spell twenty while doing Mathletics tonight rather than write 20 
Spoken language skills include: tone, intonation, rhythm, tempo, pace, stress, sound fix, and silence…absent from language strand
Or..No Rs at all..Let’s go with Tight Loose Tight. It’s the way we all enable and support learners..and how they create –
‘Basics’ is seductive, caries the promise of clarity, measurability, simplicity, ‘nostalgia’ in this crazy changing world
I worry that narrowed curriculum could push even ‘planning schools’ to plan for poor goals. I’ll have to think about this!
Teachers will rely on school leaders to frame the curriculum within a quality learning environment
Frankly, always cared less about what, more about how, why & what with to teach. Last 3 deal with ppl. Curriculum? Meh, come & go
can you teach me some grammar – I missed out as part of the whole language approach
Disappointed little specifics on visual and digital literacy in English – should be explicit. ICT is more than word processing
Have always remembered: ‘Language, in use, in context’.and added sense of ensuring vastness of the horizon of possibility
thanks for good discussion tonight. the lived reality of curriculum change poses many changes to plan for!
That learning can evoke such fervour among some amazing educators fills me with confidence for the future of our students. It tells me that we are on track. We are thinking of the future and of how we can create the very best learning environments for our students so that they can experience success. We are thinking of what might be, what could be and how we might make that happen. That is exciting.
Professional discourse can only serve to enhance educational practice; providing a forum for reflection on self, on what happens in faculties, in schools, in the broader school community, in our systems. Such evaluation and focus loudly proclaim the importance of creating quality learning environments where students are engaged, challenged, motivated, given opportunities to grow as individuals and where learning is valued as a lifelong fascination.
19February2010
Posted by Jan under: Uncategorized.
Facts and figures, big pictures, student celebration, student in distress, no we can’t do that anymore, there’s a new policy – remember? New EARS/TARS, but they liked the old way and who said so anyway, form a panel, form another panel, did you get your numbers in? Will you lose/gain a teacher? How does it sit with the welfare committee? Delegate. Delegate. Broken lappie, lost lappie, oh no, they hacked into DET network again, when will the burnt out hall be rebuilt? HSC exams? We’ll think of something, you want what? MySchool? Website, okay, its okay. Yes. No, I’m not doing budgets yet. New librarian? Yep, we need to manage the new website ourselves, pay a fortune to get trained, oh yes, forgot, we don’t have a fortune. Yes, okay, postpone presentation day, again, call the local primary principal, she’ll help, attend a VC, and another and another, SMART data in, get your budget done, when is the auditor coming, its an OH&S issue you know, can I have a minute, sign this, sign that, is this okay, plan done? Targets done? But I don’t want to do it that way, 14 year old wants to leave school, mother agitating, hard, call TAFE, what? Call SED? SED calls back. SED calls again, no not about that, he wants me to……, personal crisis – no time for that so it gets worse, excuse me please, so what name am I signing on this document? Lesson here, never change your name. Is the network upgrade done? More access points? BER, no its not finished, its been raining. Yes, of course that’s a priority, visit the classrooms, play with the kids, oops too much sun, fall down the stairs, broken toe, no its not trivial, I can’t wear my heels. Don’t you know by now, I hate clip art, make it real, tell a story, why? New code of conduct, train the staff, update child protection training, how many anaphylactic students did you say? Did you get the info so we can organise those personalised learning plans? STB, split the load, oh, okay. How many temporary positions? How many NSTs? Another primary principal calls, can you take these overseas visitors for a day, please? Oh, okay. Its the SED again, I need you to….., I need you to….., I need you to……, I need you to……, Another SPC reference group meeting, why did I sign up for more than one? SED calls again, I need your DP every Monday again. Noooo, I say, Yeeees, he says, he wins, this time, what’s that? SEG meeting, can you help me, can you help me do….. of course I can. Not a problem. So the visitors will arrive. All you need to do is….. Sure thing. Thats okay. Model use of technology, of course I can, well thats a hoot. Mum, will you help me? Mum, I just need some washing done. Oh, I forgot to organise the dog. Call my mum. Mum, can you help me? You’re the mother, thats your job. What happened, that personal crisis? Explosion. Teacher says, can you help me with my CV? Sure. You too? Of course, and you? Yes. Leadership program. ESL teacher gets relieving position in another school, no probs we can do that. Hey miss, will you come and watch me do…. Okay, that would be nice. Oh wow, thats so good, yes of course I’ll come, yes of course I’ll be there, yes of course, I’ll help you, yes of course, I’ll organise that, yes of course, you can count on me.
Yes of course I can. Thats my job.
C4E? Ahh, my other job………..
Me? Well, that is me.
6February2010
Posted by Jan under: Uncategorized.
After spending a great day with respected leaders from another DET region, and establishing some valuable and key connections, I began pondering how such absolute divergence in leadership style, values and beliefs can still have the same moral purpose and outcome potential.
I think the answer lies somewhere within the construct of social networking, which focuses on how the structure of ties affects individuals and their relationships.
The shape of these social networks is the key to the growth of leadership and to synergy. I think that smaller, tighter networks often don’t have the capacity to introduce new and exciting ideas whereas networks that are looser, with more connections, allow for innovation, initiative and opportunity.
It is interesting to think of Diffusion of Innovations Theory which explores social networks and their role in influencing the spread of new ideas and practices. Within this theory is the notion of change and of key leaders within the network; the major role they play in ensuring that new ideas are implemented and supported within the work environment. For the mathematician in me, perhaps this can even be likened to eigenvector centrality, measuring the importance of the key leaders within the network.
So I come back to the notion of establishing links between schools across regions and across classifications. These links are almost essential as an integral component of individual and school growth. If we think within the construct of Tight Loose Tight (Roger Pryor), these links are part of the centre, the surprise, the excitement and the opportunity that help drive our schools towards what might be, what can be for our students. And all our students are different with different contexts, different social structure, different attitudes, different genetics perhaps and different attitudinal environments.
Tight can be the outcome potential and the moral purpose; within a framework of trilevel reform.
Leadership is different for us all, but it shouldn’t be selfish, it shouldn’t say “I can’t” because to me that means “I won’t”, it shouldn’t be based on objection or opinion, it shouldn’t be focused inwards.
It should be about our paradigms and how we can collectively ensure these paradigms are realities within our whole school communities. Starting from within but radiating out to connect with and value our social networks.
So, while I may find some leadership styles a great fit with my own and yet simultaneously find other leadership styles unpalatable or even unacceptable, that doesn’t matter.
What does matter are the connections, the nodes, the social networking, the inveiglement and fascination with new and creative ideas and ways of thinking; how we respond to these with respect to both giving and receiving; our preparedness to take risks while working towards a future that might be.
At Mac Fields, this is about Planning School. We will take risks, we will network, we will develop ourselves as leaders of the future and our students will reap the benefit of our commitment to their future and our relentless focus on creating optimum learning environments to enhance opportunity for student growth, development and success.
I look forward to exploring the new connections I made through inter regional discussion and discourse. These connections have the potential to influence powerful growth and contribute significantly towards enhanced outcomes for our students.
Social Networks and Leadership Word Cloud
31January2010
Posted by Jan under: Uncategorized.
The MySchool website has encouraged much discourse and debate relating to the veracity of the site itself, the data it reveals and the nature of the “like school” comparisons.
For the school community at Mac Fields, what is revealed with respect to data is perhaps nothing less than we would have expected. The school is, afterall, partially selective.
It would be wise to remember that there are 550 selective students and 550 local students; each component being larger than some individual schools.
The staff at Mac Fields is committed to providing the best possible learning experiences for all students and works consistently and tirelessly towards that goal.
Four teachers, Luisa, Sharon, Grant and Danielle, have written about why they teach, why its a passion, why they will always teach and why Mac Fields is where they want to teach. You can find their honest, personal accounts on the Centre For Excellence page above.
For more information on Macquarie Fields High School, Centre for Excellence, please access the school website.
23January2010
Posted by Jan under: Uncategorized.
“While great leaders may be as rare as great runners, great actors, or great painters, everyone has leadership potential, just as everyone has some ability at running, acting and painting.” (Bennis & Nanus 1985: p222)
The Curriculum Corporation describes the following 10 elements as a framework for quality schooling, and inparticular as a framework for the contribution technologies can make.
* personalising and extending learning
*enabling leadership
* supporting professional learning
*connecting learning beyond the school
*improving assessment and reporting
*developing, measuring and monitoring digital literacies
*accessing and utlising student information
* providing, accessing and managing teaching and learning resources
* automating business processes
*providing reliable infrastructure
I think its important to reflect on how these elements can form a sound scope and sequence for school development and teacher learning.
We are all placed at various points along the learning continuum with respect to each of these elements. Therein lies a fundamental dilemma. What is our motivation to grow and learn?
I am a passionate believer that we have a moral and ethical commitment to grow and learn because unless we do, how can our curriculum and the manner in which it is implemented be coherent and inform learning, teaching and assessment in a world that has profoundly changed? Its no longer about the teacher being “behind the eightball;” its about the students. We have a moral obligation to prepare our students well to participate actively and successfully in our changing world. Nelson Mandela says that “Education is the most powerful weapon which you can use to change the world.”
So, as I see it, unless as teachers we are learners, committed to personal growth, committed to taking risks to learn new things and new ways of doing things, committed to developing our skills in digital education and committed to developing our capacities to lead and drive change within our schools; then we are significantly disadvantaging our students.
Michaelangelo said,” I am still learning.” Christa McAuliffe, the teacher killed on the Space Shuttle Challenger said, “I touch the future, I teach.”
So, as the leading learner in my school, I am constantly striving to explore and develop the notion of leadership as a concept and to draw real understanding of the meaning we give to it.
I willingly accept the challenge to take on the role of actively and explicitly focusing on leadership; investigating and questioning the values, ethics and purposes of leadership; modelling lifelong learning as my own leadership capabilities grow and develop; modelling risktaking as my skills in technology grow and develop; and, implementing formal processes to develop leadership capacity in others.
In the past I don’t think it has always been easy to access support in the development of leadership skills. Those who didn’t match traditional views of a leader were perhaps overlooked in school based programs. Who enabled opportunities for our teachers to take the next step in personal learning? I believe that in some cases it would be accurate to describe access to leadership programs as elitist and exclusive; a somewhat privileged process.
I believe that everyone has leadership potential, as stated in my introductory quote; that today’s teachers and tomorrows leaders need to grow in a leadership rich environment.
Leadership, though, starts from within and we must explore and identify individual starting points along that continuum of growth. Go to the questions I posed in the introduction to this blog. Think carefully, consider your responses, think again. Talk to your principal and get ready to begin your own journey as a learning leader.
20January2010
Posted by Jan under: Uncategorized.
I came across the thoughts below.
Somewhere.
Who put these thoughts together?
Someone.
Why?
Because it matters.
Leadership is the willingness to put oneself at risk.
Leadership is the passion to make a difference with others.
Leadership is being dissatisfied with the current reality.
Leadership is taking responsibility while others are making excuses.
Leadership is seeing the possibilities in a situation while others are seeing the limitations.
Leadership is the readiness to stand out in a crowd.
Leadership is an open mind and an open heart.
Leadership is the ability to submerge your ego for the sake of what is best.
Leadership is evoking in others the capacity to dream.
Leadership is inspiring others with a vision of what they can contribute.
Leadership is the power of one harnessing the power of many.
Leadership is your heart speaking to the hearts of others.
Leadership is the integration of heart, head, and soul.
Leadership is the capacity to care, and in caring, to liberate the ideas, energy, and capacities of others.
Leadership is the dream made reality.
22December2009
Posted by Jan under: Uncategorized.
Learning 4 Leaders – L4L
Macquarie Fields High School – Centre for Excellence
Our students tell us how much they learn from each other. They share ideas, develop their thoughts, seek feedback from their teachers and then collaborate to analyse, synthesise, create and demonstrate a synergy in their individual work and learning outcomes. This synergy is evident not only in the work they produce but is supported by external data.
Our Early Career Teachers have access to support at school through the Collegial Support Program – Teachers Helping Teachers, through SWSR and through PLLD. CSP is based on sharing, observing, developing, trialling, taking risks, reflecting and researching. This is done with guidance from a mentor, especially trained in Mentor Essentials. The ECTs work individually and collectively, they meet regularly and have access to a broad program of professional learning. They seek feedback at all stages of their development. They work together to produce a synergy that promotes excellence in teaching and learning in every classroom.
There is that word again – SYNERGY
This blog is for teachers at all stages of their personal growth to develop their leadership c
apacities and capabilities by working together, by helping and supporting each other and by developing new and exciting experiences and opportunities. Its bigger than win-win. Its about synergy and its about the journey of being and becoming a leader.
STEP 1 – Where are you now?
Take some time to reflect on and honestly consider the following questions.
The unexamined life is not worth living – Socrates
- When am I at my best?
- When am I at my worst?
- What do I enjoy doing at school?
- How does this impact on my personal life?
- What are my natural gifts?
- If I was able to do anything at all, what would it be?
- At school, how do I want others to see me?
- Am I genuinely making a difference at school?
- What contribution can/do I make to enhancing learning outcomes for our students?
“Would you tell me please which way I ought to go from here?”
”That depends a good deal on where you want to get to,” said the Cat.
”I don’t much care where…” said Alice.
”Then it doesn’t matter which way you go,” said the Cat.
From Alice’s Adventures in Wonderland
