2014 has been an extremely busy year both professionally and personally. I have taken on more responsibility and challenge at school as part of an extended leadership team, focusing on teaching and learning. Me and my wife are expecting our first child in April 2015, which means things are changing (in a good way!). It has been almost two years since I set up this blog and it has enabled me to reflect much more deeply on my own learning in teaching and leadership.
Here’s a few things (in no particular order) I have learnt / achieved in 2014.
1. Never underestimate the power of positive relationships in school. I learnt very quickly in my new leadership position the power of listening to concerns and more importantly acting upon them. The minute you don’t, trust is lost and it’s incredibly difficult to ever get it back. Some advice from Stephen Covey that I have been able to practice (a lot!) is “Seek first to understand before being understood.”
2. Prioritise the main thing. What one thing could you do more of that will have the biggest effect in school? This was a question posed by the Principal at one of our SLT meetings. Quite often the urgent takes the place of the important. there’s always an email that needs replying to or some marking to be done, but in my leadership whats the one thing that would make a bigger difference across the school? Getting into classrooms. The last 2 weeks of term I managed to walk classrooms every other day for about 45 minutes. This enabled me to talk to students about their learning, talk to staff, champion great practice and give live feedback with no grades. In discussion with other members of SLT I believe we have learnt more about the typicality of teaching then planned learning walks or observations.
3. TeachMeet #NeverStopLearning. In hindsight it was probably a bit ambitious trying to get teachers to attend an evening event the day before term 1 came to end, but that did not deter just over 100 teachers making the effort. The event was a great success with David Didau providing a very thought provoking keynote. There were some excellent workshops from Nina Jackson, Lucy Crehan, Crista Hazell, Zofia Higlet, Amber Bracey, Alex Heath, Chris Baker and Rory Gallagher. The evening was wrapped up in style with a plenary from Mark Anderson. These evenings are always inspirational to the people that attend and give people an opportunity to look outward from their school to seek new ideas.
4. Time. Since starting my new leadership position i have found the most useful resource I can offer colleagues is time. Whether it’s a colleague unloading after a bad day or seeking support in a lesson or just a chat. No matter how busy I am I will always offer time and enthusiasm for my colleagues.
5. Reading. I’ve read a number of teaching and leadership books this year (see my reading list). Continually building my knowledge and exploring new ideas is something I hope to continue to do for the rest of my life. It’s something I genuinely enjoy and thrive on. I want to be continuously challenged – it’s something that help keeps me to keep pushing the limits of my own capability.
6. Colleagues. I am fortunate enough to work with some remarkable colleagues that inspire and challenge me on a daily basis. Seeing colleagues thrive in school and enabling them to pursue ideas and try things out has been one of the most pleasing aspects of my work in 2014. I had the absolute pleasure of working with a fairly large cohort of NQTs these past two terms and it has been one of the highlights of my career so far watching them grow and develop, meeting challenges head on and coming up with creative solutions. A real inspiration.
7. Students. They are truly wonderful (each in their own way). Whenever I am involved in strategic decisions I always try to come back to the students and how it will help improve their outcomes. Keeping the main thing the main thing. Everything thing I do in school is focused around the students. One of my main duties in my leadership role is organising CPD for teachers, a role I don’t take lightly and one that I will work tirelessly to ensure teachers value CPD and feel suitably challenged by it. Great CPD enables teachers to thrive which helps children to succeed.
8. Running. I managed to complete my first 100km race in 2014 in addition to several other ultra marathons and marathons. This is not something that happened over night and is the accumulation of a few years of training, patiently building up the distance. Running is now part of my life. It clears my mind and puts things into perspective.
9. NPQML. I successfully completed the NPQML course in 2014 which opened up a number of doors. My project aimed to raise the profile of effective, challenging CPD across the school to help drive up student outcomes. As a result of my project I was able to work with a team of great teachers to organise to run a number of CPD sessions, INSET workshops and deliver a teachmeet in March (the second quickly followed in October). As a result of my project I was given the opportunity to deliver my first keynote speech at a National Education Trust event at a school in Bracknall sharing a bill with Roy Blatchford and Lucy Crehen. I was able to (briefly) discuss my project with Sir Michael Wilshaw after being observed by him during a visit to my school. I was asked back to speak to a new cohort of teachers starting the NPQML course which i really enjoyed – it’s always inspiring speaking to teachers who have a genuine desire to have a positive influence whole school.
Next steps (in no particular order) – what does 2015 have in store?
1. Increase leadership capacity. The best way to learn is to do. In 2015 I hope to take on further line management responsibilities as this will give me an opportunity to work with more teachers and help them thrive whilst learning from them at the same time. I see accountability as helping colleagues to achieve their goals. This may lead to some difficult conversations but if it’ll help more individuals thrive then its a conversation worth having.
2. Secure an Assistant Principal post. About 18 months ago I decided that I wanted to become a headteacher and my next step is to secure an Assistant Principal post – a challenge I am ready for. I have learnt so much in the last 4 months working alongside a remarkable leadership team. I’ve finally had the opportunity to put into practice a lot of what I have read. I’m learning everyday from every meeting, conversation, call out duty, break/lunch duty, lesson observation, NQT session and I want to pursue leadership to the highest level so that I can help as many students and staff as possible. I feel a real allegiance to public service and I want to dedicate my career to it.
3. Reading. Continue to read as much as possible in order to develop my ideas around effective teaching & learning whilst also developing my ideas around leadership. The more I read the more I question. The more I question the closer I get to understanding. Some books currently in a pile waiting to be read include: ‘Formative assessment’ by Dylan Wiliam, ‘Visible learning for teachers’ by John Hattie, ‘Built to last’ by Jim Collins and ‘Leading change’ by John P Kotter.
4. Keep my moral purpose at the centre of decision making. This is really important to me and something that I try to keep at the forefront of my mind. As I progress in my career I am exposed to more of the day to day activities that make a school run which could start to cloud ones vision. Yes these processes are important but never forget why you do what you do. Schools are a people place that thrive on great relationships – students, staff, parents/carers and the wider community.
5. Make my business getting into classrooms. As part of my leadership role I want to help develop an ‘open door culture’ which doesn’t currently exist in my school. In order to do this I need to re-prioritise my work. It’s far to easy to get sucked into your office and a never-ending flow of emails. As part of a leadership team that is truly seeking to help teachers thrive and students achieve the best thing we can do is be more of a present around the school and get into classrooms, build more trust with teachers so that it’s completely normal for SLT to be in and out of classrooms supporting and learning.
6. Running. With a baby on the way and a demanding job I have to be realistic. I want to keep running on a weekly basis and i’m hoping to compete in a 50km in February, but I expect ultra running will take a back seat in 2015 until iI can afford the time to train properly for it. 2016 will hopefully see a return to the 100km distance and my first attempt at a 100 mile race.
7. Family matters. I look forward to wrestle with the work/life balance monster in 2015 and I hope to tip the balance in my favour by working smarter. I am lucky to have an amazing wife and a remarkable family and I need to ensure I make the most of both. This is a non-negotiable.
8. #NeverStopLearning. This is the phrase I have adopted to promote continual professional development although I apply it to all aspects of my life. I don’t want to ever settle for OK. I am devoted to meaningful work that produces remarkable outcomes. To achieve this I need to continue to listen, learn and grow.
Finally, a big thank you to all the people I have interacted with via Twitter (and in real life!). The discussions that I have been involved in and observed have broadened my thinking and made me question things more. The number of thought provoking blogs currently circulating is phenomenal and I wish I had more time in the day to read them all! It was these posts that initially inspired me to start a blog. 2 years on, 36 blog posts later and over 28,000 views has not only empowered me to reflect to a deeper level but it has also enabled me to encourage more teachers to get involved, get connected and deepen their understanding.
Here’s to a great year in 2015 | Keep making a difference.
GCSE Computing revision materials.
This is a work in progress. This post will be updated regularly over the next few weeks to cover the OCR GCSE Computing syllabus. The resources can be easily adapted if needed. Feedback welcome!
1. Computer Systems
Self-reflection[PDF] [.DOC] | Chunked revision booklet [PDF] [.PPT] | Multiple choice questions [PDF]
4. Data representation
Ever felt like giving up on something? A project, a run, a blog post, organising an event, revising for an exam? If the answer to this question is ‘No’ I applaud you. You are either an extremely ‘GRIT-y’ person or perhaps you haven’t found a real challenge yet. If you answered ‘Yes’ then you have experienced the ‘Dip.’ In this, the first in a series of posts that explore motivation, GRIT, character strengths & growth mindset, I’m hoping to summarise what I have discovered from reading a series of books on these areas and what potential impact I believe it could have in the classroom. This first post looks at the bigger picture and addresses the general myth that successful people ‘never give up.’ In Seth Godin’s short book ‘The Dip’ he looks at why some businesses, organisations and people are successful and why some are not. Over the timeline of any successful project he argues that more often than not there is a ‘Dip’ where things get hard, more effort is required and the honeymoon period of the initial idea ends. The dip looks something like this:
The Dip is the point in a project whereby people leading make a decision. Is the outcome worth the extra effort and resources? Successful people are able to make the tough decision to either persevere because the outcome is worth the extra effort and resources or quit and invest their time, effort and resources into something that will be truly remarkable instead. Being able to successful make that decision at the point of the dip is tricky, risky and requires some experience, clear bigger picture thinking and the confidence to quit. Godin suggests the ‘Dip’ is the secret to success…
…the Dip is the secret to your success. The people who set out to make it through the Dip – the people who invest the time and the energy and the effort to power through the Dip – those are the ones who become the best in the world. They are breaking the system because, instead of moving on to the next thing, instead of doing slightly above average and settling for what they’ve got, they embrace the challenge. For whatever reason they refuse to abandon the quest and they push through the Dip all the way to the next year.
If something is worth doing then it will probably involve a Dip. But not always. How do we know it’s time to quit something? Have a look at the curves below:
Godin talks about knowing when to quit if the project curve looks like a ‘Cliff’ or ‘cul-de-sac.’ The cul-de-sac is described as…
…a situation where you work and you work and you work and nothing changes. It doesn’t get a lot better. it doesn’t get a lot worse. It just is.
Godin describes the ‘Cliff” as…
…a situation where you can’t quit until you fall off, and the whole thing falls apart.
The main problem is knowing when you are on either of these two paths. It would be quite easy to mistake the Dip for the ‘Cliff” for example. Having a clear goal, starting with the end in mind will help you determine what path you are on. Revisiting the purpose regularly, reflecting and being brutally honest with yourself will also help – sometimes it may be easier to continue a project (even if you suspect a ‘cul-de-sac’) then quit and devote your time and resources to something will make a bigger dent in the universe.
I experienced the Dip recently whilst organising a teach-meet. After the initial buzz of announcing that I was going to host a teach meet for 200 teachers I was hit by the never-ending list of things that needed to happen in order for the event to be a success. Coupled with a full teaching timetable and responsibilities within my department – there was a point (if I’m being honest) where the thought of quitting crossed my mind. My goal was to put on a truly remarkable event and if I didn’t have the time and resources to do that, perhaps I should focus my time and resources into something else. However the end of goal was too important and I instead decided to lean into the Dip and persevere (something I’ve learned from ultra running). Having attended other teach meets I knew how inspirational these events can be and how much they make teachers think, re-focus and offer opportunities for teachers to take ideas that can have a positive impact on students.
Links to teaching.
As a teacher I’ve certainly had many moments where I’ve felt like quitting something because the outcome didn’t seem worth the time and effort. There have been times when I’ve powered through the Dip and had some truly amazing lessons, CPD sessions, e.t.c. There have also been other times where in hindsight I would have been better off quitting earlier and re-focusing my time and effort. But still I learnt from those experiences so all is not lost. From reading Godin’s work I will definitely be thinking of the curves mentioned earlier in this post when planning new department and school wide projects. It has also made me think about planning lessons. In a lesson or scheme of work when will students experience the Dip? What will students be thinking during the Dip? What action should I take? I believe this is where GRIT, character strengths and the growth mindset model fit in. These habits can be used to help navigate through the Dip. In my next post I’ll be exploring these habits and how they can positively influence learning.
Inspired by Zoe Elder’s post – ‘Why we continue to accept the challenge’ and Mark Anderson’s post ‘Be happy,’ here is a quick post with the start of a new term in mind.
2013 was a remarkable year. 2014 will be better. It’s time to shift gears.
Four tips to help you make this year even better:
1. Keep exploring.
2. Connect with others.
3. Share your discoveries.
4. Deepen your understanding.
Remember, you’re only human but you make an incredible difference.