Art is a personal gift that changes the recipient. The medium doesn’t matter. The intent does.
Seth Godin – Linchpins.
I recently submitted my evidence for the NPQML qualification and thought it may be useful to share my experience. The qualification is a middle leaders qualification which looks at the challenges of being a middle leader from a variety of perspectives.
The qualification requires participants to undertake a school based project. I was already involved in a number of whole school projects so decided to use something that I was already doing and felt passionately about. My project looked at creating more opportunities for staff to engage with effective, meaningful CPD across the school. For me I don’t see this as work but as something I really enjoy doing – finding innovative and creative ways to engage staff with CPD with intent of improving experiences for students beyond just those that I teach. This is my art.
My project had a clear trajectory.
- Assemble a group of great teachers.
- Plan and deliver a 50 minute CPD marketplace session.
- Plan and deliver a school INSET day (each member of the team would deliver a workshop).
- Plan and deliver a TeachMeet.
I collected evidence as I went along with some of the highlights below:
The one key element that made the project worthwhile were the people. The group of teachers I managed to get together and work with were (and still are) truly remarkable people – doing everything in their power to help young people. It was a real inspiration for me to work with this group and made me want to work even harder and take on more challenges. The people I met at the away days during the course were also a great source of inspiration and challenge. One of the best parts of the course was meeting people outside of my school and talking about teaching, learning and the challenges of middle leadership. Teachers talking about teaching.
My advice to people interested in enrolling on the course – find something you are truly passionate about that will make a positive change and then make it happen. If you can’t get on the course do it anyway. Don’t do the course for the sake of getting a certificate – do it because you want to make a difference. Find you art and make it happen.
About 18 months ago I had a moment of clarity and made a decision that I wanted to become a head teacher. Why wouldn’t I? It makes sense to me. I want to make a positive difference to as many young people that I can and allow as many colleagues to flourish as possible. I thrive on challenge both professionally and as a hobby.
Since making that decision I have been busy learning and taking action. I decided not to wait for permission to lead but to start leading. Leading with a clear moral purpose. Leading by example. Leading with a sense of urgency but also on the side of caution. Leading to improve.
Fully support by the SLT, I decided to set up a group of ‘Pedagogy leaders’ (original idea from Kev Bartle) with the aim of improving awareness of great teaching and learning. This led to delivering a number of CPD sessions, teacher briefings, workshops on INSET days and a teachmeet under the guise of #NeverStopLearning. Inspired by Seth Godin’s idea of the ‘Linchpin’ I sort out other opportunities like coaching and helping to set up a link with a school in China. I joined teams working on whole school initiatives like IT refresh and improving provision of CPD. All whilst teaching a (nearly) full time table and maintaining excellent standards in the classroom. Teaching is the guide rails I will cling to as I move towards headship. As John Tomsett (I think?!) put it, “The headteacher should be the head teacher.”
It has been an extremely busy 18 months but equally rewarding. As a result I will join my schools leadership team in an extended leadership role responsible for teaching and learning CPD from September. I owe a lot to the inspiring colleagues I have the honour of working with but also to the extensive list of leadership books that I have ploughed through. They have given me lots of ideas to think about in terms of leading teams and implementing change. Increasing my knowledge through reading has also allowed me to spot ideas from books in a school context (usually school improvement) and give me a deeper understanding of how ideas from books can be implemented in a school setting.
Following on from my post on Reading for CPD, the following is a list of books to get you started on (or to add to) your leadership journey. The list is by no means comprehensive (and is in no particular order). It is a mixture of my own reading list and contributions from people on Twitter. Please add more titles in the comments section at the end of the post.
More to explore – thank you Twitter!
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.
2013 in no particular order…
1. Remarkable colleagues.
I work with some remarkable people. People who think good is not good enough and will go the extra mile for their students and fellow teachers. These people are remarkable in many ways and continue to inspire me to do and be better everyday. Check out a few of them on Twitter: @mr_bunker_edu, @mrtleahy, @artedu_kheath, @sporteredu, @mrgillenglish, @mrdaymentmaths, @gwilliams195, @jonericjones, @dominichoudhury, @bristolbrunel
2. Safe is risky.
To provide the best possible outcomes for the young people we teach we have to provide remarkable experiences for them. In order to do this you have to be prepared to take risks in the classroom. Great teaching is not a ladder to climb, rather a jungle gym to explore.
I was successful in securing a leadership honorarium at my school in September to drive the improvement of teaching and learning. Since then I have set up a small team of pedagogy leaders and created the brand #neverstoplearning (http://neverstoplearninghub.com/) to share remarkable ideas around teaching, learning and leadership in schools. A teach meet is also in the pipeline for 2013!
4. Leadership is not a position, it is a choice.
This is my 5th year as a teacher (4 of them as a programme leader of Computing) and I’m beginning to understand what it means to be a leader. It’s not a title. It’s about leading by example, high expectations, good habits, strong moral purpose and growing other leaders.
This is one of my passions and I love teaching it! It has involved me having to work hard to ‘re-fresh’ my skill set & subject knowledge, but that does not feel like work because one of my other passions is learning.
6. Teach Meets.
I’ve attended a few teach meets this year and I am convinced it’s the best CPD out there. Created for teachers by teachers. No hidden agendas. I always walk away feeling inspired, more motivated and with a long list of ideas to explore further.
Simon Sinek. Seth Godin. Malcolm Gladwell. Chip & Dan Heath. Hugh Mcleod. Doug Lemov. John Hattie. Jamie Smart. Ken Segall. David Didau. Hywel Roberts. Zoe Elder.
8. Distributed leadership works.
I work in school full of leaders. The forward thinking SLT have dissolved more power to the people closet to the action. They have invested time and effort into growing more leaders and as a result there is much more purpose and collective accountability about what our school does. I’m excited to see where 2014 takes us.
9. Make more art.
A realisation I’ve had this year. If you view something as work you tend to find ways to do less of it. If you view something as art you tend to find ways to do more of it.
10. Ultra running.
Running is part of my life. It helps me to achieve clarity and feel good. Ultra running tests me physically and mentally. This year I completed my longest ever continuous run – 54 miles in one go, as well as a few other shorter ultra marathons, marathons, half marathons and 10k’s.
It’s the ultimate staff room. Lots of interesting debate, ideas and an overwhelming willingness to share. Teaching is an emotional, people orientated art form and without the support, kindness and gift giving of fellow professionals I don’t think the profession would grow. So I thank you Twitter for connecting me with many marvellous artists!
13. Next steps.
I recently attended my first interview for the role of Assistant Principal. Didn’t get the job but learnt an awful lot! Why Assistant Principal? I want to influence more students than just the ones I teach. I like to be challenged. I like to connect, collaborate and work with other people. I like to learn from other people and help them to do their best possible work. I have a passion for teaching and learning that I want to share. I’m devoted to meaningful work.
2014 in no particular order…
1. Keep exploring pedagogy.
2. Take more (measured) risks in the classroom.
3. Blog / reflect more often.
4. Listen more.
5. Read more – looking forward to Simon Sinek’s ‘Leaders eat last.’
6. Deliver a teach meet in Bristol (keep diaries clear for 20th March 2014).
7. Encourage more people to share remarkable ideas through http://neverstoplearninghub.com/
8. Run 100km in one go and complete 5 ultra marathons.
9. Keep expectations high.
10. Continue to work through Doug Lemov’s ‘Teach like a champion’ book, trying out different techniques in the classroom (if you don’t have this book get it!).
11. Organise and run CPD sessions with pedagogy leaders.
12. Exercise everyday.
13. Eat less chocolate biscuits.
14. Never stop learning.
Safe is risky. Very good is bad. We must be remarkable. Our students deserve nothing less.
Whatever your line of work it’s not enough to just follow instructions and be a cog in a bigger machine. As Godin points out in ‘The Icarus Deception’ and ‘Linchpin’, the industrial complex is dying and we are now living in a connected economy where it pays to give.
Let me explain a bit further.
Safe is risky. Playing safe will not enable you to grow. It’s only by taking measured risks that we learn and grow.
Very good is bad. This is a phrase we use when people do what we expect of them. The industrial age taught us that the reward for producing lots of ‘work’ is being given more work to do. So we tend to hold back. The trick here is to find your art, the meaningful work you do that doesn’t really feel like work at all. You will have a much greater chance of feeling a sense of fulfilment and viewing the fruit of your labour as meaningful.
We must be remarkable. Do remarkable things. Don’t settle for ‘very good,’ attempt the unexpected. Become a ‘linchpin’ (an indispensable member of your community) of your organisation.
Schools now more then ever need teachers who don’t see teaching as a job but an art form. Our lessons are our art (the work we attribute meaning to). We seek to challenge the status quo of how a lesson has traditionally been taught. We need to encourage students to think. When its work we try to do less. When its art we try to do more.
In order to be remarkable in the classroom we need to take risks and challenge ourselves as teachers, just as we encourage our students to. As soon as you embrace failure as part of the journey to success, the more likely you’ll learn, develop and improve. When I started teaching I saw pedagogy as a ladder to climb but I now view it as a jungle gym to explore.
I’m currently using the following cycle to take measured (and some not so measured!) risks in the classroom:
1. Keep exploring. I’ve made a pledge to myself and to my students to never stop learning. This is my art. I enjoy doing this, it doesn’t feel like work to me. I read lots, blog and engage with Twitter to explore pedagogy and leadership.
2. Connect with others. I understand that the network is far more powerful than the node. I make connecting with others a typicality of my time spent using twitter and blogging. I attend teach meets and visit other schools to make connections and pursue learning.
3. Share discoveries. I blog here and have started a brand #neverstoplearning that offers a platform for more discoveries to be shared #neverstoplearning actively encourages teachers to share their discoveries and experiences. It also offers a stepping stone for teachers new to blogging. I’ll work with teachers to develop their first post and then share it via #neverstoplearning
4. Deepen my understanding. The cumulative effect for me is that my understanding of pedagogy is deepening (i hope!). I regularly take measured (and sometimes not so measured) risks in my classroom with a goal of improving the experience and outcomes for the students I teach.
Do the students light up when they enter your classroom or when they leave?
What is your art?