The best investment you will ever make is who you spend time with!

This statement is often attributed to Jim Rohn, an American motivational speaker and entrepreneur. The idea behind it is that the people you spend time with can have a significant impact on your life, and surrounding yourself with positive, successful individuals can help to inspire and motivate you to achieve your own goals. This can be particularly true for school principals, who have a great deal of influence over the students and teachers in their schools and can help to create a positive and productive learning environment.

Being intentional about these relationships is essential for creating a positive and productive learning environment for your students and staff. Here are a few key thoughts for building positive relationships and surrounding yourself with the right people.

  1. Seek out mentorship: Identifying individuals who have the experience and knowledge you want to acquire and seeking out their guidance and advice is an important step in building positive relationships. As a school principal, you can learn from other experienced school leaders, as well as other leaders in our industry. Having a mentor can provide you with valuable support and advice, and can also serve as a sounding board for your ideas and concerns.
  2. Build a network: Building a professional network is an essential part of being a school principal. By connecting with other professionals in education, both within and outside of your school, you can stay informed about the latest trends and developments in your field and have a valuable resource when you need support or advice. Networking also allows you to share best practices and collaborate with other professionals to improve the education for students.
  3. Surround yourself with positivity: Surrounding yourself with positive, supportive, and encouraging individuals is essential for maintaining a positive mindset and staying motivated. Avoid those who are negative, critical, or bring you down, as they can have a detrimental impact on your well-being and ability to lead effectively.
  4. Be selective: As a school principal, you have the power to choose the company you keep. Be selective about who you spend your time with, and make sure that the individuals you surround yourself with align with your values and goals.
  5. Lead by example: As a school principal, your actions and behaviours can have a ripple effect on the entire school community. By leading by example and consistently demonstrating positive and professional behaviours, you can help to create a culture of positivity and success.

Remember, building positive relationships takes time and effort, but it is worth it in the long run. It’s important to be intentional about the relationships you build and the people you surround yourself with.

Teacher Workload: How to Survive and Thrive in the Classroom of 2023

Teaching has evolved over the years, and now teachers don’t need to stand at the blackboard in a classroom all day. Technology makes it possible for teachers to provide individualized learning experiences on their own terms. As a result of these changes, however, comes added responsibility—so how can teachers thrive in this new post COVID-19 era? With 2023 here before us, there are countless strategies available for teachers who want to be successful throughout the year!

1. Understand the new role of a teacher

In the past few years, we’ve seen a major paradigm shift in how teachers instruct students. Rather than being solely “sages on the stage,” they have become “guides on the side” to support and facilitate student engagement with information through active learning methods. We understand that when learners are empowered to take an active part in their learning, they retain more of what is taught – which is why schools are now turning towards a more focused approach known as “student-centered instruction.” To keep up with modern educational trends, teachers are transitioning from solely lecturing to integrating more interactive activities and conversations into their classrooms. Such a transformation may present some challenges for both teachers and students, yet research suggests that it has great potential for positive results. To make the most of this change, however, teachers must be provided proper training and resources to ensure success in implementation.

2. Use technology to your advantage:

Technology has changed the way teachers teach, and given rise to new tools that can make their lives easier. From online collaboration platforms to apps designed specifically for classrooms, there are now a variety of tech-based solutions available for the classroom teacher. By leveraging these tools, teachers can reduce time spent on administrative tasks and free up more time for teaching and learning. Additionally, tapping into the right technology can help teachers create engaging lessons and provide students with more personalized instruction. But be careful, technology also lead to distractions and dependency if not used in moderation. It’s important for teachers to find a balance between incorporating technology in the classroom and fostering critical thinking and problem-solving skills in students. This includes training and educating students on responsible and safe use of technology as well as setting clear guidelines and boundaries for technology use in the classroom.

3. Get organized and stay ahead of the curve:

As a teacher, it is important to stay organised and on top of the latest trends in education. This not only helps you stay ahead of the curve, but also allows you to provide the best education for your students. One effective way to stay organised is by creating a weekly agenda with specific, achievable goals (connect them to your school’s annual improvement plan for better impact). This allows you to prioritize your tasks and stay on track with your teaching and learning tasks. Additionally, it is essential to stay informed about new developments in the field of education. This includes researching and learning about new teaching methods, educational technologies, and curriculum standards. By staying up-to-date, you can implement the latest and most effective teaching strategies in your classroom, while also keeping your workload manageable. This can help you to be more efficient and effective in your role as a teacher, making it easier for you to provide the best education for your students.

4. Collaborate with other teachers:

As teaching can be an isolated job, it is essential for educators to make strong connections with their peers in order to obtain the assistance they need. Building professional networks and creating communities of practice will allow teachers to share knowledge, insights, resources, advice, and feedback while working together towards common goals. By joining forces through these kinds of collaborations, educators are empowered to provide the highest standard of instruction possible.

5. Take care of yourself:

Teaching can be a demanding job that often comes with long working hours. To ensure that teachers are able to maintain their well-being and give their best performance, it is crucial for them to take breaks and engage in activities that promote relaxation and reduce stress. Regularly scheduling time for relaxation, such as taking a walk or practicing mindfulness, can be beneficial in this process. Additionally, it is important for teachers to make time for exercise and maintain healthy eating habits to promote physical and mental well-being.

It is clear that the role of a teacher has changed dramatically in recent years, leading to an increased workload. With these strategies in place, educators will be better equipped to handle their workload issues so they can continue doing what they do best: teaching!

The Next Iteration of Schooling: 5 factors to impact school leaders preparing for the new year?

Get ready for a new era of education – the next iteration of the school system is set to merge traditional and innovative approaches, with a greater emphasis on personalized learning, technology, and community engagement. From online and remote learning options to the integration of emerging technologies and the transformation of schools into community centers, this new approach to education prioritizes student-centered learning and diverse community needs.

It is difficult to predict exactly what the next iteration of the school system will look like, as it will depend on various factors such as technological advances, societal needs, and educational research. However, it is likely that the next iteration of the school system will merge from and involve a combination of traditional and innovative approaches, with a greater emphasis on personalized learning, technology, and community engagement.

Some potential changes that may be seen in the next iteration of the school system include:

  • A greater focus on online or remote learning: The experience of the COVID forced home learning programs has led to the increasing availability of online resources and platforms. Consequently there may be a shift towards more flexible and personalized learning models that allow students to learn at their own pace and on their own schedule.
  • The integration of emerging technologies: Technologies such as artificial intelligence, virtual reality, and gamification may be used to enhance the learning experience and support personalized learning.
  • The transformation of schools into community centres: Schools may become hubs for a variety of community activities, such as recreational programs, adult education classes, and social services. This could allow schools to better serve the needs of the local community and provide a wider range of resources and support for students and their families.
  • A greater emphasis on experiential and project-based learning: Rather than being structured around traditional subjects and grades, schools may adopt more flexible and interdisciplinary approaches that allow students to explore their interests and passions in depth.
  • The adoption of more flexible scheduling: The school day, school week, and school year may be reimagined in the future, with schools adopting year-round schedules or flexible scheduling to allow students to learn at their own pace.

Overall, it is likely that the next iteration of the school system will be more personalized, technology-driven, and focused on meeting the needs of diverse communities. We need to take these into consideration when building the future schools.

Setting Up Your School Year: Good, Better or Best?

New school year, new beginnings.  For principals, that means rolling up your sleeves and getting started on all the necessary tasks that will set you and your staff up for a successful school year. Determining the right approach to support staff in setting up your school year can make or break a principal’s leadership effectiveness throughout the school year.         

There are three different approaches principals can take when engaging their staff at the start of a new school year: good, better, best.

The Good Approach – The “good” approach is exactly what it sounds like but rarely reaches its full potential because it lacks clarity from the principal.  A principal might say, “We have a lot of work do,” or “Let’s get organized,” but then immediately following up with “Someone else can take care of that.”  This approach leaves staff confused and overwhelmed and puts the principal in a reactive leadership role.

The Better Approach – The second option is to take a better approach. A principal implements practices such as department meetings, grade-level meetings, gathering feedback from staff regarding common needs during the summer break, and engaging teachers in preparing for the start of the new academic year.  These types of activities help build an inclusive school culture and set out the school’s vision for the year in a clear manner.  While this method improves upon not having any structure or action plan at all, its greatest strength — communicating expectations — also becomes its weakness when comes to equipping staff to increase teacher capacity.  Without involving teachers in determining desired outcomes, the principal’s vision lacks full buy-in and commitment by staff to improve teacher practice.

The Best Approach – The best approach is to engage staff in a deliberate way that sets them up for success while moving toward the school’s overall goal of increasing student achievement. A school leader can do this by following through on developing common visions for all students and providing opportunities for teachers to participate in various kinds of professional learning throughout an academic year, which will result in improved student achievement. This not only allows teachers the necessary time to learn new skills but also gives principals time to reflect on their role as instructional leaders.

In Summary

New school year, new beginnings.  For principals, that means rolling up your sleeves and getting started on all the necessary tasks that will set you and your staff up for a successful school year. Determining the right approach to support staff in making this transition can make or break a principal’s leadership effectiveness throughout the school year. There are three different approaches principals can take when engaging their staff at the start of a new school year: good, better, best. What approach are you using?

Setting Goals for a Productive and Successful Year: Something to consider to help your school thrive in 2023

The new year is a great time to set goals and explore new ways to move your school forward. Check out this article for tips on how to do just that!

As an educational leader, this upcoming year presents many opportunities for growth, both for you and your team. The tradition of setting annual new year goals is an excellent way to stay focused on progress and ensure key objectives are achieved. Taking into account the new challenges school leaders face in the current climate, it is important to consider goal setting with open-mindedness and creative solutions. There are numerous areas that can be explored throughout the year in order to move forward such as action research, professional development, collaboration, engagement and transparency. It is also essential to think about ways to measure your success and ensure that goals set at the beginning of the year remain on track throughout. Through successful goal setting and committed practice, school leaders will be able to realize their biggest ambitions for themselves and their teams. To achieve this, it is important to:

  1. Embrace innovation and change – Staying open-minded to fresh ideas and technologies could be the key to long-term development. Even when things don’t go as expected or new technology enters our lives, there may still be hidden opportunities waiting for us. We should encourage others around us by being receptive of innovative concepts and methods. Additionally, we can promote activities that embolden one’s individual expression, creative thinking and originality; inspire success stories from those who take risks through rewarding their efforts in order to motivate more risk taking actions!
  2. Promote professional development for teachers and staff – Investing in your team has the potential to amplify student learning. By setting professional development goals, you provide a platform for your staff members to hone their skills both independently and collaboratively. Investing in education and instruction can have an immense effect on educational success, so be sure that equipping teachers is a priority when developing growth plans.
  3. Practice inclusive leadership – To foster a thriving school environment, it is essential to create an atmosphere of inclusivity and support. Lead with empathy by embracing diverse perspectives and giving everyone the opportunity to be heard. Not only will this bring forth new ideas, but it can also build trust amongst all members of your school community. Inclusion and diversity are key components for success!
  4. Nurture relationships – Now more than ever, it is essential to create and maintain positive relationships with our student body, parents, and coworkers in order to foster an understanding environment of support. By fostering healthy relationships with one another we can make sure that they are heard, respected and feel valued. Communication between those involved not only helps overcome any obstacles but it provides an opportunity for students and adults alike to collaborate on solutions and work towards achieving the best possible outcome for everyone. By collaborating respectfully and with open dialogue, we can ensure that everyone’s concerns are being attended to with meaningful consideration.
  5. Maintain a long-term perspective – the most successful educational leaders are those who think beyond the school year and aim for lasting, meaningful changes that will have an enduring impact on student achievement. When setting goals, strive to think beyond the present and set your sights on short-term solutions that could potentially lead to long-term success.

The upcoming year brings many opportunities to lead with vision and passion. Taking time to reflect on goals can help ensure your school is headed in the right direction and that everyone is working towards a common goal. By setting clear objectives, embracing change, and nurturing relationships, you can make sure this year is one of progress and success! Good luck!

Looking for a New Principal?

As the head of a school, the principal has a profound impact on the culture and climate of the institution. Principals set the tone for how students, teachers, and staff interact with one another and establish expectations for how everyone should conduct themselves. They also play a crucial role in ensuring that the school’s curriculum is aligned with students’ needs and that teaching and learning are effective. In short, an effective principal is essential for creating a positive and productive learning environment. While there are many challenges that come with the job, principals who are up to the task can make a tremendous difference in the lives of their students and teachers.

Some qualities of a good leader are: having a vision, being transparent and honest, showing integrity, being a good listener, collaborating well with others, being decisive when needed, and being visible and approachable. Some people also think that a good leader should know how to handle finances responsibly, think strategically, and understand curriculum and teaching methods. These qualities are important because they help people have confidence in the leader
There are many challenges in being a principal. You need to be aware of your own personal strengths and weaknesses and fill your staff with colleagues who have experience or are more expert than you in areas where you lack strengths.

The recruiting team’s primary focus is always to find and hire the best candidate possible to lead the school. Often the best predictor of future success is past success. While it is essential that the team uses multiple methods to evaluate potential leaders, (such as interviews, reference checks, and performance evaluations), looking at implementation of improvement plans, how the school vision is fostered and the ability to build community should be at the top of the lists.

A principal also needs to be able to manage a large staff of teachers and support personnel. He or she must be aware of school policies and regulations, work with faculty to develop lesson plans, monitor student progress, conduct parent-teacher conferences, and develop collaborative programs with parents and the community.

The principal should also be able to communicate effectively with staff, parents, community members, administration and other outside entities, as well as stay abreast of changes in the curriculum and legal requirements for schools. A successful leader is one who can create an environment that promotes effective teaching and learning, while also ensuring the physical safety of all students.

In short, a good principal is someone who can lead their school with confidence and enthusiasm, inspire others to reach their full potential, and make sure that the educational goals of the school are met. Being a successful leader requires strong skills in communication, collaboration, decision-making, and problem solving.

The appointment of a new principal is an important one and should be taken seriously.

How to support an under performing staff member.

One of the most difficult aspects of being a school leader is managing an under performing staff member.

This is one of the most important responsibilities of any principal, and its influence on the team and school is significant. So many school leaders avoid this responsibility, even though it is incredibly important. Many leadership development programs do not give the tools and training needed to effectively manage an under performing teacher.

There are things you can do (and should do). You can use these five steps as a set of tools to help you. These are not the only things you can do, but they can help you get started.

Step 1: Investigate

Under performance can happen in different ways. When you see that a teacher is not performing as they should be, the first thing you need to do is figure out why. Sometimes, the teacher doesn’t understand what you expect from them. There may be other unknown elements in their learning environment or in their personal lives that are preventing them from achieving optimal performance. The teacher can provide valuable information if you initiate a talk with him or her. Communicate your concerns while being interested in hearing what they have to say. In most cases, poor performance is overcome when both sides contribute to the conversation.

Step 2: Communicate

It is not good leadership to only communicate formally with staff on rare occasions. Work expectations should be repeated on a regular basis to avoid any room for misinterpretation. Leaders and teachers should think of communication as an agreement when stating expectations.

Further, it is essential that your communication with your team is continuous. For example, if you tell a staff member about an issue and possible resolution, be sure to follow up so they are aware the problem has been dealt with. If not, they might think all is well and be caught off guard come their annual review time.

Step 3: Rethink

I often have principal colleagues coming to me seeking key skills and strategies necessary for effective staff management. In my experience, as every teacher needs to be managed differently, there is no one size fits all approach. This can create a problem when an under performing teacher’s preferred method of management is different from their principal’s natural leadership style.

You simply need to rethink how you manage your staff. What does this teacher need to succeed? Which skills can be developed further to help them meet expectations? Are there any unique qualities that could be highlighted or nurtured more effectively to boost productivity? Considering your teacher in a new light may inspire both of you.

Step 4: Agree

If the teacher agrees to work on meeting the teaching expectations at your school, make a binding agreement for future improvement (this can come in the form of a professional learning plan). Be as specific as possible. This will help to hold both parties accountable and ensure that there is forward momentum.

The teacher will need to set time-bound goals for success. You and the teacher will identify what this teacher must do to accomplish the expectations of being a teacher at your school. You will need to check if the teacher’s performance has improved at each goal touchstone. If it has not, you will have to decide if the strategy needs to be adjusted, or if it is necessary to progress to step 5.

Step 5: Let go

A principal’s most important decision to make is whether or not to dismiss teachers who continuously does not meet expectations. Too many leaders, though, let these teachers stay in the same grade or stage instead of dismissing them. Sometimes teachers do better with a different grade than they initially thought–and that’s okay. However, what we’re talking about are the situations where instead of being terminated, teachers are simply given a new class because it’s easier for the school leader.

A teacher who has not done well recently knows that they are not doing a good job. They may be feeling stressed because they are not proud of their work. This can hurt the team and the school. It is better for everyone if the teacher is let go. (A useful analogy to reflect upon: “weeds must be removed from a garden to keep it healthy”.)

A Final Note

Every child deserves quality schooling; every lesson, every day, all year. Not addressing the poor performance of staff members can have a negative ripple effect throughout the school. It’s essential that leaders address staff performance issues as soon as they arise so that the teacher can get back on track and avoid any long-term damage to their career and to student learning. Additionally, it is unfair to other teachers if those who are not meeting expectations are not held accountable.

It can be difficult to let go of an under performing staff member, but it is important for the sake of the students, other staff and the school. Leaders need to be willing to terminate teachers who are not meeting expectations, in order to maintain a healthy and productive learning environment (and they need to be supported to do so)

What Are Your Key Imperatives for Leading Schools?

Recently I was asked what are the key imperatives for school leaders. This is a great question, and one that deserves some thoughtful consideration.

My response was as follows:

I am committed to achieving our school’s vision through a student-centered approach that encourages best practices and a learning culture of continual improvement. I believe in the power of education to transform lives, and I am proud to lead a school that is making such a difference in the lives of our students.

In all the schools I have lead I worked on:

  • Fostering a culture of excellence in everything we do
  • Creating an environment where every student can succeed
  • Promoting best practices in teaching and learning
  • Encouraging a growth mindset in our students, staff, and community
  • Celebrating the diversity of our school community
  • Building relationships of trust and respect with all stakeholders
  • Acting with integrity in everything we do.

There are a few truths that underpin education. Firstly, that every child can learn. Secondly, that education is the great equalizer. And thirdly, that the quality of an educational institution depends on the calibre of its leaders.

I believe that:

  1. Teachers make a big difference in a child’s education. It is simple and difficult at the same time. Schools know that if they want to achieve their goals, they need to keep and develop good teachers. Only teachers understand how valuable the things schools provide for kids learning are.
  2. The whole is greater than the sum of its parts. When schools use collaboration learning teams, the students in those schools get better grades and learn more.
  3. It is important that we focus on the most important things. The less important things can distract us from what is really important. On a scale, the most important things are closest to student learning and well-being. They require our focus and time.
  4. Tomorrow’s world will be dominated by people who can learn on their own. We must teach students how to be innovative, creative, and self-directed learners. This is important because sometimes there are no easy answers to problems in the traditional way.
  5. Being accountable is very important. You need to find the facts and then take action. Leaders must rely on data more than ever before in order to make judgments. Make decisions based on cold, logical evidence instead of feelings or opinions.
  6. You can have anything you want, but you can’t have everything you want. Trying to do too many things at the same time will make you fail. You need to set priorities and create a “stop doing” list if necessary.
  7. You can’t just have good judgment and not do anything about it. You also need to act on your good judgment. People who wait often don’t get what they want, and success is not guaranteed without taking some action. Sometimes you need to set fires (take risks).
  8. Every stage of school life features two options: growth or death. Developing a learning organisation must be done on purpose, not by accident.

What are your thoughts? What would you add to this list?

Share in the comments below!

How do you raise a “caring” child? Three simple tips.

This week I had a conversation with a parent who wanted some advice on how to help her child be more compassionate and to understand another person’s feelings. There is no one answer to this question, other than it takes time for students to develop empathy.

Every family is different and what works for one family might not work for another. There are many things that parents can do to help their children grow up to be good, moral people, such as teaching them right from wrong, setting a good example, and providing a loving home.

According to researchers, parents’ number one concern is teaching their children how to care. However, just how much influence do parents have in this area?

Following are some suggestions for our parents:

  • Children are more likely to respond positively to praise than rewards. If we want children to act compassionately, using rewards may risK making them think they only need do so when there is something in it for them. Praise let’s them know that cooperating and sharing are valuable things unto themselves.
  • It is better to encourage a child to have good character traits than simply telling them what actions they should take. When our actions become a reflection of our character, we are more likely to make moral and generous choices. Over time, these choices will become part of who we are.
  • When dealing with bad conduct, get people thinking about guilt rather than shame. Shame is the sense that I am a horrible person, but guilt is the feeling that I have done something wrong. Children feel ashamed when their parents become angry, withdraw love, and threaten punishments. Children who feel guilty tend to experience sorrow and regret, sympathize with the person they have harmed, and try to make things right. Say you’re disappointed when it comes to bad behavior. Expressing disappointment is an excellent way to communicate your disapproval of bad behavior, while also expressing high expectations and the potential for improvement. By doing so, you are effectively saying, “You’re a good person, even if you did a bad thing. I know you can do better.”
  • Children are more inspired by what their role models do rather than what they say. Children pay greater attention to what adults perform as opposed to what they advocate, according on studies. Nurture generosity by watching how your role models act rather than listening to what they have to say.

Raising a caring child is one of the most important things that parents can do. It is vital to set a good example, teach right from wrong, and provide a loving home. According to researchers, using rewards may risk making children less likely to act compassionately in the future. Praise is a better way to encourage cooperation and sharing. When dealing with bad conduct, it is best to get people thinking about guilt rather than shame. Children are more inspired by what their role models do than what they say.

Are education standards really slipping?? What can schools do, post pandemic?

The recently released Productivity Commission review of school standards in Australia looks at how well the national policy initiatives by the Australian, state, and territorial authorities have met the goals and outcomes defined in the Agreement. The review also makes recommendations to help inform the design of the next school reform agreement. Unfortunately, the review found that the country falls significantly behind when it comes to ensuring all students receive a high-quality education.

If you were to build a new school or refurbish a current one, what would be the driving principles for your design process? What would the future school look like?

The outbreak of COVID-19 not only interrupted the traditional way schools delivered learning, but it also stopped the work of every person on Earth. The long term effects of COVID-19 on student’s education and how well schools function is unknown and will be for a few more years. Some educators understandably just want to go back to their pre-COVID normal school lives.

Some forward thinking educators see this as a time to take a step back and consider important questions we’ve been avoiding. However, I believe it is more important that we seize this opportunity; that way, we can prevent ourselves from sliding back into old patterns, habits and structures. Instead of waiting around, now is the time to start thinking about how we can transform our schooling systems to be future-fit.

We need to look at the new models that have led to more effective education delivery. What can we learn from the schools who adopted these new models? What does the future hold for education and the nature of schooling, and what can we do to make sure it is better for the next generation? If we are preparing our students for an ever-changing future, in which their ability to adapt, think creatively and solve problems will be essential to their future selves, what does the future school need to be, to help prepare them for their futures.

Our first step is learning from the impact of the pandemic on teaching and learning. We must understand how it has changed the way students learn, socialise and think about themselves and their futures. Policy makers and curriculum designers also need to take into account the changes in the labour market and the types of jobs that will be available to our students when they finish their schooling. We need to consider the pedagogy, the curriculum, the building design, and how we can use technology to enhance learning. Finally, we need to think about how we can create a school culture that supports and challenges students to be their best selves.

So, what have we learnt?

  1. The significant explosion of technology in the learning arena as well as the whole scale upskilling of teachers in this domain was certainly unprecedented. We learnt that when it comes to digital delivery, one size does not fit all and that personalisation is key. We must cater to the needs of different learners in different ways and at different times.
  2. The reminder that schools are social institutions and the well being of its community members should be a priority was also an important lesson. The pandemic has shone a spotlight on some of the issues that have always existed such as mental health, and we must now address these in a more holistic way. We need to provide support for our students and staff, not just in terms of their academic achievements, but also in terms of their social and emotional wellbeing. The way we deliver care, support and connection virtually needs to be planned for and resourced. The social and emotional needs of our students cannot be neglected. We also learnt that when it comes to effective teaching and learning, engagement is essential. We need to find ways to make learning active, relevant and engaging for all our students.
  3. Student entrepreneurialism and the rise of the student voice and agency over their learning. This has led to schools being more environmentally focused with climate change, and future career options guiding the school design process. When you consider the state of the world and how we must interact with it, it’s all about relationships. Entrepreneurialism is all about establishing connections between people.

So, it makes sense that future-focused schools would be designed with this in mind. So what is holding us back?

There are a number of factors that are holding us back from truly transformational change, however the biggest factor is the lack of school and systems leadership. In order for the future school to become a reality, it needs strong and visionary leaders who are unafraid to challenge the status quo. We need leaders who see possibility instead of problems, who are excited about change and who have the courage to take risks.

The future school will be one that is student-centred, community-oriented and focused on global citizenship. It will be a place where creativity, innovation and critical thinking are nurtured and celebrated. It will be a place where relationships matter and everyone is valued. Does the current educational environment allow this to flourish?

Unfortunately, the answer is no. The current educational environment is one that is geared towards standardisation, conformity and compliance. It does not allow for the type of creativity, innovation and critical thinking that we need to see in order to truly transform education. In order to create the future school, we need to challenge the way we currently think about education.

Moving forward?

We have learnt a great deal about the future of education from the points raised in this article. We know that in order for schools to be truly transformative, we need visionary leaders who are unafraid to challenge the status quo. We need leaders who see possibility instead of problems and who are excited about change. The future school will be student-centred, community-oriented and focused on global citizenship. It will be a place where creativity, innovation and critical thinking are nurtured and celebrated, where relationships matter and everyone is valued. In order to create this type of school environment, we must first challenge the way we currently think about education.