The vacuum left by the lack of strong leadership

The difficulty of generating genuine momentum in a school is often underestimated.  There are key events in a school year that can undermine any attempts at real change:

The start of the school year is a busy time, bedding down classes, getting courses started and finalised, organising small groups.
Identification and creation of semester one resources and assessment
By week four or five behaviour issues tend to arise as students become more confident with how far they can push boundaries and these boundaries need reset.
Mid term reports start about week 10.
Preparation for first semester exams, followed by exams
Semester 1 reporting
Reallocation of students failing subjects
Identification and creation of semester two resources and assessment
Senior School subject selection for year 10/11 and course counselling
Student references
Mock and ATAR exams
Semester two exams
Semester 2 reporting.

Any new projects need to have staff with capacity to commit to a new project.  IWB's don't get installed and implemented without leadership.  Laptops don't get used miraculously.  Tablets are just plastic without knowing how they can be used.  National curriculum doesn't just happen any more than NCOS was a cakewalk back during that implementation.  Kids don't turn up to after school classes for long without engaging materials and presenters.  EPW's don't get written, online tutorials and environments don't get made and students don't get the additional help that they need because taking people to task about their output is too hard and it's easier to load up those willing to have a go.

When leadership models fail, nobody knows who is doing what and what their load is - or worse still there is little care as long as "my" task is being done.  Flat management is prone to this - with everyone busy yet with little prioritisation being done at any level - there is no focus on schoolwide goals.  The loudest person gets their task done, anyone that raises a hand to say that there are higher priorities gets told it's the same for everyone - just get my task done.  At worst, the place just drifts along on platitudes and mediocrity.

I've come to the conclusion that the "it's the same for everyone" is garbage.  Poor management makes no attempt to rectify this.  They may make token attempts to acknowledge those working hard, but saying thanks does not make up for the extra hours required to "just keep things rolling along" and can take the gloss off a rewarding career.

This is where I am today, thinking.. well.. there's a lot that needs doing, yet the need to do them is not a priority by the school.  I'm not going to spend 10-15 hours each weekend indefinitely developing the math programme (five years is enough) without some compromise happening somewhere.  With a young baby and a three year old it is not sustainable any more.

Profiling Students

Profiling students is an important part of generating self image and developing student goals.  These goals keep them focused during the difficult years of senior school.

Sadly, often profiling is a haphazard event, and I'm not sure it should be this way.  Today, small schools have limited options for students, especially as the half cohort travels through the system reduces subject offerings.  If we put subject offerings and student profiles together, career options could be made more transparent.

eg. 
Medical via University (Science Degree, RN, Medical Sciences etc)
Human Biology 2A, 3A Maths, Psychology 2A , English 2A, Chemistry 2A
Medical via Tafe (EN):
Human Biology 1A/Integrated Science, 1DE Maths, English 1A (and 3 of Media, Art, Psychology, WPL or cert courses)
Arts via university
etc..

By generating profiles that are supported by the timetable, students can aspire to these pathways and these can be published throughout the school so that students understand what they need for these subjects.

This could be taken further into lower school so students can aspire to higher learning.  Students in 8D need to aspire out of it or seek alternate pathways (and be given reassurance that this pathway is viable).  These alternate pathways need to be developed to build self esteem and empower lower ability students.  Lower school pathways may look like:

Workplace
8D and business studies, (C grade average or lower)
Tafe
8A/B/C, (C grade average, B grade or higher in selected vocational class)
University
8A, Extension Math and English (B grade average or higher)

Now students have reason for taking extension classes or participating fully in options classes.  There is a clear return on effort - a trait of the current millennial generation.

Each lower school "generalist" profile needs a profile champion that builds the self esteem of students and focuses on the positives of each profile.

Engaging parents through Edmodo

Edmodo is a product that I have used a lot this year.  With continuing use of ICT I have noticed that the effects are often not what is expected.

The most recent effect is the re-engagement of parents in education. Parents have felt disengaged from education due to (I think) the closed door nature of classes.  Parents have expressed that they are afraid to teach their students as they do not know the correct way to present mathematics.  Often they can complete a problem but have difficulty with using the correct working.

Now, having marked a few teachers work, this is no real surprise as teachers use a wide variety of techniques to solve problems.  A method ok in year 8 is a big no no in year 9.  Balancing method in year nine is where I most often put my head in my hands as students often have no real connection made to BIMDAS(order of operations), nor to where a new line of working (formal algebraic notation) should be used.

Edmodo, by presenting board work online (such that parents can access it), is starting the process of re-engaging parents in high school education.  They can see what homework is set, what teaching method has been used and what the mark was on a test - such that they can help  a student revise/relearn/correct any practices that are not up to scratch.

It has also relieved pressure on teachers as comments like "You haven't taught my child that", or "I didn't know my student was doing poorly" are now not as potent - the information has been available all along.  It gives parents back a role in the teaching process as the primary carers (at least for the other 14 hours of the day) - something that has been lacking in recent years, especially where parental knowledge is not sufficiently great to understand the difficulty of engaging and teaching students.

Is it a pathway to parents again understanding that teaching is a real skill and that for the most part teachers are doing a reasonable job?

The counter side is that it will expose dodgy teaching techniques and (through increased scrutiny and transparency) open teachers to criticism.  The lack of use (as stated before in a previous post) may also expose a teacher at risk, as posting information online is often the first thing to go when available time is poor.

Types of teachers

There are a number of different types of teachers.  Support at critical points in careers make or break teachers.  The availability of this support is something that is often in question.

Who can supply this support?

Collegiate support is the first line of defence.  Supportive colleagues is important to navigating the issues of the teacher gaining competency.  A colleague with the ability to support another is worth gold in an organisation (not only giving lip service but also providing practical help).  Without that support I know I wouldn't have made it through my first few years of teaching.  I'm pretty grateful to these people.

The second line of support is friends, family and the community.   Without this support, a teacher could not have made it through university, much less the first year of teaching.  It's a hard time learning classroom management and tying together content, pedagogy and support requirements can continue for many years.

The third line and last line is administration.  The strategies available at this level are pretty dire.

For those with limited support at a family level, in schools under stress with limited ability to provide collegiate support, administrative support is going to be fairly limited and action fairly direct. The half cohort has placed a number of schools in this category - with considerable pressure placed on relatively few. Filling in the gaps from this point is predictable.

I have thought that is why teaching is full of assertive personalities that "win over" students rather than  those that have the best teaching ability (with regard to content and pedagogy). Teaching also has a few teachers hiding beneath the radar, giving good grades but doing the bare minimum.

I know that assertive and avoidant teachers are not all, but it would be good if those that were good at teaching, trying hard but not "assertive" also found their place through support at critical times.  These people could make phenomenal teachers in the right location.