School Improvement - Dr Jake Madden

Leading with Purpose: Transforming Education for Success

One of my initial tasks in my new role was working with school principals and campus heads. Reflecting on these recent leadership workshops with senior school leaders, it becomes evident that one of the paramount factors for driving meaningful school improvement initiatives lies in anchoring them firmly within the school’s vision, mission, and values. The workshops reiterated the significance of this alignment, shedding light on the powerful role that these guiding principles play in steering schools toward their desired outcomes.

The vision, mission, and values of a school constitute its moral and intellectual compass, guiding its actions, decisions, and pursuits. By channeling school improvement initiatives through this compass, principals ensure that every effort remains congruent with not only the overarching purpose of their school but also group wide. This alignment not only fosters a sense of purpose among staff members but also cultivates a collective ownership of the school’s journey towards progress.

When devising action plans for school improvement, it’s crucial to weave them intricately into the fabric of the school’s vision and mission. This integration creates a sense of continuity between the present and the envisioned future, offering a sense of direction that transcends daily challenges. With these strategic plans acting as a roadmap, school leaders can allocate resources, time, and energy effectively, amplifying the impact of their efforts.

Furthermore, the incorporation of Key Performance Indicators (KPIs) derived from the vision and mission helps quantify progress and success. These measurable benchmarks offer tangible evidence of the school’s advancement and serve as motivational milestones for both staff and students. Aligning KPIs with the core values ensures that progress is not only quantifiable but also in harmony with the school’s ethos.

In the digital age, data and assessment have become pivotal tools for informed decision-making. Schools are now equipped with an abundance of information that can guide improvement strategies. During the workshops, the significance of analysing this data within the context of the school’s vision was highlighted. This approach allows leaders to identify trends, strengths, and areas for growth that directly contribute to the realisation of the school’s aspirations.

Nevertheless, the essence of any educational institution resides in its students. Effective leadership necessitates a profound student-focused approach. The workshops emphasised that the alignment of school improvement initiatives with the vision, mission, and values should be complemented by a relentless commitment to student well-being and growth. Principals were advised to listen actively to students, engage with their perspectives, and tailor improvement strategies to address their needs. A student-centric approach ensures that the improvements resonate deeply within the student body and foster a positive and inclusive learning environment.

The workshops aimed to help school principals embrace a holistic view of leadership that encompasses strategic alignment with the school’s vision, mission, and values. The alignment ensures that every endeavour resonates with the school’s overarching purpose, propelling it forward with a unified sense of direction. The integration of action plans, KPIs, data analysis, and assessment within this framework further enhances the efficacy of improvement efforts. However, the heart of these initiatives remains a genuine and unwavering focus on the students. By continually seeking ways to enhance the student experience, school leaders ensure that every step taken is a step toward the realisation of the school’s broader educational goals.

As these leaders embark on the new school year, armed with insights from the workshops, they are poised to lead with purpose, transform with vision, and inspire with values – ultimately creating educational environments that flourish and empower both students and educators alike. It’s the Aoba way!

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

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?

Building School Culture: 4 Pillars to Success!

December last year I received an award from the International Schools Awards organisation. The award was for Best Innovation in Education. This innovation was squarely set on the shoulders of the Teacher as Researcher program and the building a culture of staff learning. This particular program has been instituted at my current school for the past three years.

This is not just about the building of teacher capacity, but rather on how teachers not only improve their teaching practice but also how they collaborate with their colleagues in sharing their expertise.

Education is a social profession and when people get together, the opportunity to grow and learn is accentuated.

The process of building school culture is organic and relies heavily on school leaders connecting four key pillars into their leadership priorities. I believe that many of the day to day tasks school leaders undertake to improve their school can be categorised into four key pillars.

These four pillars:

Commitment & Loyalty
Transparency & Efficiency
Trust
Team Work

A deeper explanation of improving schools through the focusing on school culture can be found in the following article:

Four Pillars to Building a Positive School Culture

As we embark on a new school year, building a positive school culture should be at the forefront for all school leaders and teachers too!).

Learning for the Future – Building the Right Learning Environments

In recent years it seems every country has revised their curriculum articulating the knowledge and skills that students need for the new global workforce. With the close scrutiny that accompanies changes to current practice, the debate on quality and success follows. The consequence of such scrutiny has seen international comparative studies of student achievement, such as the Programme for International Student Assessment [PISA], been used as the performance reference. This focus is such that “a global competition in educational achievement in core subject matter areas like reading, arithmetic/mathematics and science” has emerged.

There has been much written on what students need to know and be able to do in the twenty-first century. The establishment of the Partnership for 21st Century Learning (P21) has guided the conversation to ensure that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops. Their learning framework is explicit in the fact that twenty-first century learning is to be built on a foundation of basic knowledge taught through the core subjects focusing on a significant set of twenty-first century skills. With the rise of globalization and the increased role of technology in both our personal and work life, students
have access to information at a faster rate than ever before.

A few years ago, as part of an educational refurbishment to attempt to meet the learning needs of the “millennials” as a means to develop the necessary capabilities and aptitudes to embrace the future, a personalised learning environment was created. This short video highlights our vision at the time. Time, and the explosion of personalised learning environments would indicate we were at the forefront of learning innovation.

Engineering the Future School

The responsibility for improving learning opportunities lies in the hands of all educators, teachers and school leaders together. With input from the plethora of opportunities from social networking the information shared delves deep into the world of online learning as a key vehicle for engaging students in their learning.

The integration of information communications technology into the learning environment was seen as the most significant element in raising student engagement with their learning. With a myriad of digitally based applications incorporating social networking, online projects, linking with other schools and even connecting with experts in other online environments students have the opportunity to be active learners.

Implications for school leaders centres on the redesigning of the 20th century classroom environment to accommodate this rapidly developing 21st century learning environment. Discussion on how students learn, the ways teachers work with students and the relationships with the physical environment is urgently needed.

Developing curricular directions for learning will be one of the major stumbling blocks for educators as they wrestle between system/government accountability and the skills needed to be citizens in 21st century. The narrowing (or providing a prescriptive curriculum) of student learning though naive accountability measures will inhibit learning rather than enhance it.

The growing online learning organisations such as Coursea and MOOCs are leading the discussion through the development of online interactive learning programs and how schools can be supported in re-aligning learning experiences.

Such discussions will no doubt lead to some common assumptions. One major assumption is that all children can learn. The second is that the learning is not always at the same time; the same way or even at the same place. How we address these assumptions is the question.

Our Greatest Gift as Teachers

Students of the 21st century are constantly defined as being techno savvy and engaged in the digital world. Perhaps as Vicktor Frankl, a renowned psychiatrist explains in a 1972 presentation, our greatest gift as a teacher is to not only recognise the student’s search for meaning but help them become who they want to be.

This focus on learning is further explored in Sir Ken Robinson’s presentation at the 2010 TED conference. In the presentation Sir Ken discusses the need to transform learning to meet the needs of the digital learners. (His wristwatch reference is a clear example of what schools need to address when planning elearning experiences).

The greatest gift a teacher can give students is the provision of a personalised learning environment. Knowing that all children learn differently, at different times and in different circumstances. it is important that our schools create the conditions that engages all students in their learning.

…..and this is not an easy task!

The Evolving Classroom

If we as teachers begin to view the world from behind our learners’ eyes we will be able to build future learning environments. Looking at how our students interact outside the classroom provides an opportunity for us to learn about how we can improve the in class environments. The environments outside the classroom are student centred. Their ‘play’ environment allows quick flexibility for collaboration, working in small groups.

Through Our Students’ Eyes

When Students Learn

The conception that learning takes place only at school, behind four walls and between school hours is misguided. Students use social areas (libraries, cafes, parks, sports fields, loungerooms, etc) to gather and collaborate. What is it that engages students in their learning environment? The comfortable furniture in the social areas lures students to informal meetings to share and discuss and the opportunity to work socially to converse on issues. It is not simply an adult domain to meet at a coffee shop to share personal experiences and insight into their views on ‘things’. Environments like these are places of action, full of energy and enthusiasm.

There is a terrific 5 minute video clip by David Thornburg offers further insight into the evolving classroom that highlights the changing classroom.

We know that basic technology allows students to create and build content for learning. Given the open, comfortable and flexible learning environment it is then the role of the class teacher to facilitating learning, stimulating conversations and addressing specific learning needs.

Innovation and Creativity

In recent times the push towards innovation and creativity as a vehicle to both lift educational standards as well as meet the future skills required of the knowledge economy workforce, is an admirable stance. It appears that the Sir Ken Robinson crusade is finally gaining traction with education agencies beginning to require schools to provide evidence of innovation being enacted (for example, see the new UAE unified School Inspection process).

A google search on innovative schools will see a plethora of entries that denotes innovation as a measure of a school being different to other schools. The Steve Wheeler blog post on 4 Things Innovative Schools Have In Common should be catalyst for for all leadership teams in raising the conversation of how we meet the needs of our future learners (and ultimately workers). His analysis of the common ingredients are:

students are seen as unique individuals rather than groups
schools are connected with the outside world
curriculum is delivered in a manner that encourages critical and creative thinking
design of the learning spaces is creative

To contribute to this discussion I’d add that innovation is played out by the creativity and expertise of the classroom teacher. Two vital ingredients necessary are having a bold vision and strong leadership within the school. It is through these two elements that the fruition of the innovation can become reality.

Four Key Facets of the School Leader

There are plenty of articles both in the scholarly literature and in the commentary magazines that state that effective leadership is the foundation for improving school performance. While there are key leadership styles (eg transformation, servant, autocratic, laissez-faire, bureaucratic, collaborative, charismatic, situational, democratic) I like to focus on the behavioural aspect.

There is no doubt that the effective leader must contextualise their approach to the school. In one context the leader needs a leadership style to enable staff, yet in another setting they might need to be transformational and motivate people.

Regardless of your particular leadership style, for me there are four key aspects that any leader must posses. These leadership traits are uniquely intertwined into the core essence of the effective leader. In short they are:

The Art of Decision Making: It is a given that school leaders need to be able to make decisions. But to make an effective decision is not always as straight forward as it seems. The leader needs to have a clear process to gather relevant information and then, after careful analysis, decide on the best way forward.
The Art of Being Results Focused: Some leaders coast into a position and then go about managing a steady ship. These leaders are often called the “care taker leader” or the “close to retirement leader”. However, the effective leader continually focuses on achieving results. They target strategies to achieve their objectives and regularly monitor their effectiveness. Analyzing and reflecting on school data helps to keep an effective leader on task.
The Art of Pursuing Alternative Viewpoints: Have you witnessed the leader who asks for your viewpoint repeatedly only to dismiss and take their own advice? This shallow form of collaboration limits the richness of the knowledge and expertise of others.
The Art of Caring: The effective leader is genuinely interested in the lives of their staff. They know their staff and build a sense of trust through actively looking for ways to enhance their well being.

Notwithstanding the many roles and functions the school leader undertakes, if you excel in these four key facets you will enjoy a successful leadership career.

From the Industrial Age to the Conceptual Age

During this winter break I have revisited one of my favourite books “Drive” by Daniel Pink. Published in 2011, the book provides insight into how to create high performance and increase satisfaction (at work, at school and at home). He puts forward the case for the human element (motivation) and our need to “direct our own lives, to learn and create new things, and to do better by ourselves and our world”.

During this winter break I have revisited one of my favourite books “Drive” by Daniel Pink. Published in 2011, the book provides insight into how to create high performance and increase satisfaction (at work, at school and at home). He puts forward the case for the human element (motivation) and our need to “direct our own lives, to learn and create new things, and to do better by ourselves and our world”.

For me here are some key learnings gleamed from a quick revisit to his book:

We need to prepare our children for their future, not our past.
It is the skills that the various professions require that we should be instilling in our learning delivery in school
Right brain thinking is just as important as left brain thinking.
Three key forces (Asia, automation and abundance) shifting the abilities to deal with the global economy..
1. Automation: Last century machines replaced our physical work, this century software is replacing our thinking work (left side of brain thinking – facts, financial analysis, )
2. Abundance: Give something you didn’t know you were missing
Develop new metrics: Are the new right brain qualities measurable?
Need to move to install STEM (Science, Technology, Engineering, Maths) into the pedagogy – thinking, artist skills, connect technical skills
The power of asking questions supersedes the vending machine delivery of recalling right answers.
Arts education has gone from ornamental to fundamental –writing across the curriculum, music across the curriculum.
Literacy/numeracy are stepping stones for great teachers to help support higher level learning.

It would be useful for leaders to take stock of what is motivating staff and to weave some of the many strategies contained in Daniel Pink’s Book into the new year strategic plan. Happy reading!

(PS. To help you further understanding this era we are travelling through, read Mark Treadwell’s “Whatever! The Conceptual Era & the Evolution of School v2.0″. It will help you tremendously.)