Book Review

Changing on the Job : Developing Leaders for a Complex World. By Jennifer Garvey Berger

This was a most excellent read.  Jennifer Garvey Berger is a kiwi educational theorist from the Wellington region.  She has written this book about managing change as professionals.  Although this book is not specifically about secondary education or teachers it is a valid and engaging read for anyone serious about professional development.  I found that in my role of facilitating some of the professional development here at school that Changing on the Job caused me to be very introspective and reconsider many of my assumptions on how teachers progress in their development.

Jennifer uses a pragmatic style of writing where she presents hypothetical situations and exams a series of ways you could potentially approach them.  I found that she accurately described the traits I have with problems (i.e. seeking immediate solutions) and works coherently through the subtle distinctions in what constitutes the various 'forms of mind' (I've discovered that I'm a 'self authored' form of mind).


Garvey Berger makes use of some powerful imagery in her writing.  If found that her metaphor of growing in skills and knowledge like the rings of a tree as particularly useful.
"From our earliest days, each of us has been engaged in an ongoing journey to learn and to grow.  These two human forces are often connected, but they are not the same.  Learning can be about acquiring a new skill or knowledge base.  If I master PowerPoint in order to put together a slide show for a client, I have learnt something.  I have new information in my head.  But have I really grown?  From a developmental perspective, real growth requires some quantitative shift, not just in knowledge, but in perspective or way of thinking.  Growing is when the form or our understanding changes; we often call this "transformation."... Each moment of our development, then, is a potentially term form of mind that, with the right support, can be more expansive.  As we grow, the previous form is overtaken by the new form, leaving traces of less-mature form behind like rings in a tree trunk."

Overall Changing on the Job is a very engaging book with a global appreciation of what it means to develop as a leader.  I found that chapters 3 and 4 were the most theoretical (and therefore personally the harder parts to read), but that there were immensely power chapters towards the end - especially 'transformational habits of mind'.

I would recommend this book to teachers who, in a mentoring capacity, have students of leadership potential.  I found Changing on the Job made me better aware of the spectrum of leadership and how differently the student leaders may view the world to me.  I would also recommend this book to any teacher that is looking at the option of taking position of management.

Here is a YouTube clip which has Jennifer Garvey Berger presenting her own book.

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."

Improving NCEA Results

James Cook High School

James Cook High School in Manukau South Auckland is a larger school than Waihi College (1200 students year 9-13 as opposed to our 500).  They have had a very remarkable story of turning around their qualification results for their students.

The were featured in the New Zealand Herald in the school holidays (click here for that article).  Some of the interesting comments in that article was what their Principal Vaugh Couillault had to say;

Mr Couillault, who joined the school in 2012, says the results are indicative of serious amounts of work from teaching and support staff, who deal with kids who come to the school usually well below standard.

"At year nine, our kids are up to four years below where they should be," he says. "And it takes a lot of hard yakka to help them from there."

He hints at some of the interventions that James Cook High teachers put into place for their students;

It's about making a real effort to know our learners. Not about just standing up the front. But any teacher worth their salt will be doing that."

They also collect "hard core" data, and can make changes on almost a daily basis around what is and isn't working, he says.

Last night there was a report on TVNZ's One News on the increased results (up from 42% of students in year 11 getting Level One 2014 up to 95% in 2015).

Here is a copy of that report (intellectual property of TVNZ)...[takes a min to load]

James Cook High School is a good example of how a school can work towards a collective goal of increasing the qualification results of their students.  I find myself interested in the finer details around the changes they have put in place.  Here is a summary of the main points...

1. Perseverance - teachers not giving up on the kids (further opportunities) and kids not giving up (coming in in their holidays).
2. Re-looking at the middle management - splitting up teachers into smaller groups to increase accountability around results.  
3. Sense of Pride - looking at giving the student more pride in the community (including uniform etc).  Modernising the look of the school.  
4. Face lift - The school had new building programme (Waihi College is due new block to replace P Block).  
5. Student Centered Learning - getting personalised in the learning.  Identifying the needs of each individual student and getting the learning individualised.  

"I want every student that walks out the gate to simply be in charge of what happens to them next." - Vaugh Couillault

This post relates to RTC #6. "Conceptualise, plan and implement an appropriate learning programme i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." And RTC #11. "Analyse and appropriately use assessment information, which has been gathered formally and informally i. analyse assessment information to identify progress and ongoing learning needs of ākonga 
ii. use assessment information to give regular and ongoing feedback to, guide and support further learning, iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching." 

Mentoring Year 12 Art Students

The Three N's
Firstly a big thank you to those staff who have put their name next to a student (or two) that we've identified as being on the margin for getting their NCEA level one qualification.  My intention/hope here is that you as the teacher will be able to facilitate some open conversations with the student about their progress in their learning.  Ideally this is about having a chance for students to identify what factors are 'blocking' their learning (if any).   

With the start of term two it is an ideal time for mentor teachers to meet with the year 12 student mentee's.  There will be a strong indication of where they're progressing in their learning from the first term (there will be grades and students will be aware of how they're going).  

The ART initiative (Achievement - Retention - Transition) is very specific about targeting the individual student rather than the cohort.  The acronym that they use is NNN - "names, numbers, needs".  So far we have worked through the 'names' we have identified a subset of the cohort (28 students in year 12).  We have access to the 'numbers' - #'s of credits available, #'s of credits needed - these can be found on the students kamar page (see below).  I can see that this student has six classes and is enrolled in only one end of year exam (in media studies).  He has numeracy and literacy and currently has 38 credits towards his Level Two qualification.  

So now I need to have a conversation with him about his 'needs'.  That is what are the specifics of his academic year.  

• Is he on the right pathway (is his year taking to the places he wants/needs to go)?  
• Are there classes/standards that are an issue for him (I want to find out if he's drowning in any particular areas)?  
• Are there issues around attitude/energy levels/home/work/sport (anything that is getting in the way of his progress)?
• Are there things that we as a school can do to help his progress?

The intent here is that you as the mentor will be able to engender a positive trusting relationship so that important learning issues can be processed through.  The next steps...

1. Ideally the student is on track and finding good levels of success that indicate that he/she are progressing towards NCEA Level Two.  
2. Possible communication with SLT (JHA) if there are issues - then interventions can be put in place (these could be as easy as sorting new stationery or as far as moving class).  
3. One of the common things that I'm expecting is students that have missed standards and not looking at resit opportunities (or not contemplating what things went wrong).  
4. Possible communication with teachers - there may be a case for you as mentor to approach the students teachers directly and raise an issue (student can follow teaching or needs extra help etc). 
5. Possible communication with home - all the parents want their children to do well and would appreciate the contact.  
6. Planning another contact time.  Please don't let the relationship go cold - If you can meet regularly (say monthly) that would be ideal.  By the time this term is over the majority of internal assessment would have happened.  

At this stage I have set up an interview questionaire on kamar for all 28 students on the ART initative.  But I'm of two minds in this regard - the ideal thing here is not a set list to check off but a genuine open dialogue for progressing these guys through to a practical high school qualifications.

Here are some instructions on how to find that questionnaire on kamar.  

Final Thoughts...

• Do keep the exit strategy for students in mind.  For a lot of our senior students that struggle with the academic nature of NCEA they experience great anxiety and even depression.  They can see that their peers are progressing academically.  Many of our students that don't get level two just drift off out of school.  There are better ways to manage this.
• You are a teacher and ultimately students that struggle with school may have a negative association with teachers.  Thank them for their time and their honesty in their conversations with you.

Thanks again for your contribution to these students.

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."

  

Term Two Planning

The Calendar Ahead

Here is a copy of the events and trips for Waihi College for next term.  It looks to be another very busy time here at school.  At eleven weeks this is the largest of the terms this year.  We've scheduled our time to have something of a mid term break - we've put a teacher only day on the Friday before the long weekend of  Queens Birthday.  The other "day zero's" are Anzac day (which is significant this year as this is the centenary of the Battle for Gallipoli) and our Parent Teacher Interview day).  

Of course we have our focus here in Waihi on Matariki in week nine.  The focus of the big questions for this term are...

• Year 7 & 8 - Why do we have stories?
• Year 9 - How has technology changed youth culture?
• Year 10 - What does it take to make a healthy community?

There are several major cultural events happening this term.  The junior school production in week seven, spirit days in week ten and the rugnet tour in week eleven.  

The SLT are aware that staff were feeling the pressure on learning last term with the amount of 'EOTC' happening.  Hopefully this information can better inform your planning.  




This post is just for your information and planning.  

Teaching As Inquiry 2015

Personal Inquiry

From the OneNote document

One of the important parts of our own personal development is to undertake our own 'teaching as inquiry'.   Lots of people over think this and put teaching as inquiry as something mystical.  This is not that case at all - rather it is about unpacking the thoughts you have on your impact in the classroom.

There are two places where Waihi College appraisal addresses teaching as inquiry.  I've also made previous postings on this blog on this topic (click here for the link).

This year we will attempt to focus our teaching as inquiry into one of our PLG's (so this can be from our first one - now to July or our second one - July to Dec).  I've had a few queries around this so I thought that I'd offer some options for staff.

1. If you are feeling confident on conducting your own Teaching as Inquiry - then feel free to make a start on that (if you haven't already). 
2. I'd put out there my own inquiry as a template for staff to see what it's about.  
3. Create a generic inquiry that can be used by staff (this is my least preferred option - but should create more comfort for staff around this).  

Remember that Teaching as Inquiry is enshrined in the New Zealand Curriculum Document (click here for the link) and it is also the focus of RTC #12  (click here for that link).   Remember that teaching as inquiry should always be focused on your practice of teaching and/or the students learning in class.

This post relates to RTC #12. "Use critical inquiry and problem-solving effectively in their professional practice."