Monthly Archives: February 2016

REPORTING TO PARENTS

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Reporting on student progress to parents and primary caregivers is of critical importance. It is an element of the educational partnersghip that includes the student, home and school.
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Reporting to parents and caregivers in most primary schools, is a task undertaken each term. Toward the end of terms one and three, teachers report orally. Oral reports allow for conversations with parents on student progress. They enable teachers and parents to discuss progress including student strengths and the challenges they face.

Written reports are provided toward the end of terms two and four. These documents are looked forward to by many parents. They are at times photocopied and sent to grandparents or other relatives living at distance.

For teachers, report writing is a task not to be taken lightly. The importance of reports to parents in large part influences the way in which these documents are regarded by our department and school principals. They are valued and valuable documents.

There are a couple of things that need to be understood. The first is that with teaching being increasingly a collaborative effort, a number of teachers may need to contribute to the preparation of student reports. Secondly, the steps leading to final report documents, mean that reports have to be started many weeks before the end of each term. Allowing time to prepare them reasonably is something that can be easily overlooked.

Consider the following:

* Reports as a statement from teachers to parents need to be honest and
accurate.
* Spelling and grammar need to be correct as they reflect teacher standards.
* Reports should be factually correct.
* Preparation is helped if teachers have a critical colleague read through their
documents before sending them to senior staff for vetting and approval.
* What is written needs to be substantiated by background facts supporting
statements of progress. Inaccuracy can be embarrassing to teachers if report
comments are challenged by parents and cannot be refuted.
* Language needs to be carefully chosen, reporting on facts and not supposition.
* Avoid words like ‘will’ and choose words like ‘may’ when talking about potential
for improvement. Absolute words throw the onus on teachers to make things
happen; it is up to the student to achieve his or her potential.

I have always favoured the idea of teachers discussing reports with children and students about whom they are prepared, on a one-to-one basis. Commendation and recommendation for improvement might be part of these conversations. Post report discussion with parents can also have positive spin offs, particularly if the approach is one of offering encouragement.

Reports reflect outcomes based on effort. That, together with character traits that contribute to good citizenship deserve recognition. While academic success is important, the social, emotional and moral/spiritual aspects of development are also worthy of mention. That is not always possible because these criterion have been expunged from many reporting templates.

ESTABLISHING CLASSROOM PROTOCOLS Take Time to Set the Boundaries

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ESTABLISHING CLASSROOM PROTOCOLS
Take Time to Set the Parameters

One of the issues that often confronts teachers is a belief they must teach from the minute they are assigned to a class of children. This ‘quick start’ impulse dominates at the commencement of the year, the beginning of a semester, the start of a term or whenever a teacher takes responsibility for a new class.

It seems teachers feel the need to jump in from the first bell, beginning to teach in a ‘go, go, go’ manner. Some launch as if there is no tomorrow. Others may approach the task a little more steadily, but it seems the majority are for making an impact from the first minutes of the first day the class becomes their responsibility.

Routines and procedures are the linchpins on which sound classroom development is predicated. Jumping into teaching ‘boots and all’ before taking the time to establish classroom protocols, is a recipe for disaster. While much of the routine establishment does not directly impact on academics, processes and procedures help in the holistic development of children. This can help develop positive attitudes to work and learning. Classroom environment and atmosphere is critical to helping children and students develop work and study habits.

The establishment of classroom routines is a prerequisite need and should not be overlooked. Once in place, procedures become operational precepts, leading in turn to good learning habits. Children’s attitudes to classroom care, property management and respect for resources, builds atmosphere and promotes harmony within the learning environment.

Part of sound routine and procedure, are the working habits developed with and for children. These habits go beyond the classroom because they are about individual training. Positive attributes include the following and many more could be added.

* Desk habits including pencil hold, paper position and writing posture.
* Use of loose sheets of paper including storage in books and files.
Putting things away properly.
Using bins for rubbish disposal.
Cleaning up when activities are completed.
Care when using the toilet.
Keeping hydrated.
Washing hands.
Talking and working in a way that avoids excessive noise.
Correct school bag and lunch box storage with bags and boxes stowed by habit at the start of the school day or at the end of lunch eating periods. Included is refrigerator opening and closing procedures, recess and lunch eating habits, rubbish and wrapper disposal.
Movement habits in and around school buildings including places for walking, running and playing. Hats on and off depending on the area of play. Lining up and readying procedures at the end of recess and lunchtime are part of the ‘movement and motion’ strategy.

The establishment of routines and procedures MUST be the NUMBER ONE PRIORITY in any classroom at the start of the school year. Once these processes are in place, structure for meaningful teaching and learning is facilitated.

Good classroom habits and practices complement to class rules and procedures, ensuring that things go smoothly. The time initially spent on this ordering returns tenfold in benefit terms because interruptions and disruptions are avoided. Boundaries are established. Expectations that have been discussed and programmed, unfold in a practical day-by-day manner in support of teaching and learning.

The pity is that as children move up the grades or experience different teachers on rotation, the impact of training can lapse and attitudes can deteriorate. Reinforcement and gentle reminders are necessary. The most important is the need for the school principal or delegate to ensure that incoming teachers are aware of the need to establish procedures with the class in the ways already discussed. Each teacher needs to develop his or her set of overall routines, procedures and expectations. They are not inherited and don’t pass by right from one teacher to the next.

Teaching is spoiled and learning diminished if classroom management structures are not in place and practised. Teachers can be too busy valiantly attempting to control, manage and discipline, to teach.  They wear themselves to frazzles and finish  up with a group of students who range from the very disruptive (those setting the class social agenda) to the very frustrated (those who want to learn but are not taught because the teacher is too preoccupied to teach).

Process, procedure, rules and regulations can be reinforcing and satisfying. That satisfaction embraces students, teachers, the class as a community of learners and the school as a whole. It is ever so important that the initial time teachers spend with a new class is a ‘steady as she goes’ period.

Set the Scene with the Children

A losing strategy for any teacher can be an attempt to set the classroom scene without involving the children. It is essential that class rules and procedures are established by teachers working with children. Classes need to own their governance. Rules won’t work if they are dictatorially set and enforced without empathy. Collectivity, with the group contributing to and therefore owning governance is the smart way to formulate classroom procedures.

Recognising the constituency of the class is important. Without having the right approach to classroom management, a teacher can become an isolated and unappreciated individual. No teacher wants to be overbearing to the point of being ‘sent to Coventry’ by his or her class.

First and Second Level Ownership

The way classroom procedures are developed confers ownership. Children who feel a part of the ownership stratagem are more likely to be compliant and act in accordance with agreed procedures than otherwise would be the case. (There will be exceptions but aberrance may not be tolerated. Recalcitrant individuals are likely to draw quick responses from the class collective. Rules break down and lose impact when there is little commitment and scant adherence on the part of children.

* Developing rules ‘with’ children rather than ‘for’ children is essential.
* Expectations need to be encouragingly rather than punitively worded.
It follows that if children are participants is creating classroom procedures they will regard them in a primary rather than a secondary way.

All this points to the need for teachers with new classes to spend time in a ‘getting to know and understand you’ phase with children and students.

Part of this will be (or should be) development of the class environment through shared shaping of agreed procedures. Several essential precepts come to mind. They are simple, based on common sense and easily overlooked.

* Class members need to be organised.
Pupils are best predisposed toward being organised if they share in creating organising structures, including classroom rules and procedures.
Routines established should be based on fair and predictable management and administration. There is a need for impartiality and even-handedness in all situations.
Teachers can’t teach control but should teach in a way that gains control. This happens best in classrooms where the principles included in this paper are applied.

In a Nutshell

Rules, organisation, routines and procedures are important. They need to be established by teachers working in a way that allows the first days and weeks to be spent on getting to know and understand the children and students in their classrooms. This is ever so important and ought not be overlooked.

Once ground rules and relationships are in place, teachers will be able to teach with the confidence that couples successful teaching with meaningful learning outcomes.

Teachers who go full on from day one and ignore the need to establish sensible management strategies with children, will pay a high price. They may well set themselves up for a long, tiring and frustrating teaching stint.

Henry Gray

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SPEAK TO BE REMEMBERED

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It is important that presenters deliver in a way that evokes appreciation from the audience. Good work can be enhanced or undone by presentation
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Many educators are required to present in public. That may be in every environment from staff meetings to convention centres. delivery may be to a few people or to hundreds attending conferences. Delivery at workshops comes into the equation. Included are interviews that may be on radio, television or on you tube and similar.

The way in which presenters deliver their messages often reveals alarming shortfalls in methodology. The way in which presenters speak often reveals shortfalls in their capacities. Gesture, body language, word choice, speech hesitations, and awareness of time are a few areas requiring education. There are many others.

It is said that beyond a presentation, 7% of audience recipients remember the speech content and often for short periods of time. On the other hand 42% of audience groups remember the manner and method of delivery and for substantial periods. It is the way in which presenters present, rather that what they say which makes key impact.

I believe that educators, from teachers through to principals and departmental CEO’S should consider speech and message delivery training. This might be through formal coursework, or through joining an organisation that promotes speaking and listening skills. Toastmasters and Rostrum comes to mind but there are other organisations including Zonta.

It is easy to discount the importance of speech delivery. This is an area that needs our attention.

THE EMERGENCE OF A GURU (The Birthing of Educational Practice)

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The Emergence of a Guru
(The birthing of new educational ideas, which translate into practice)

Once upon a time on the eve of a Melbourne Cup day, an ordinary man had an extraordinary dream. In his dream it came to him that he needed to do only ONE thing in order to achieve personal greatness. In his dream the lightbulb of his subconscious mind flashed on. In order to achieve greatness he needed to develop a … develop a … THEORY. A new way forward.

A Theory! FANTASTIC!!

This very ordinary person thought about the inspiration presented to him in his dreams.
This new idea would be something he wanted to develop, espouse and portray orally and in written form. The would want to share his theory with one and all. He wanted it to be new, big and exciting. He wanted it to work for him in a way that would bring him acclaim, pecuniary emollient and above all, recognition.

He wanted to be a GURU. An ordinary man lifted to extraordinary heights caused by the ‘realisation and awakening’ of his theory falling on the ears of those who wanted to be convinced that his idea would indeed be a new way forward.

This “would be” Guru realised the importance of promoting and marketing his new idea.
So he talked about his new theory and never let a moment rest when he wasn’t theorising to others.

At first people were only mildly interested in the would be Guru’s Theory.
But like a little rock thrown into the middle a pond produces a ripple that spreads and spreads, the interest grew and grew and grew. It became quite exponential.

Gatherings of people (who self-defined as learned ones) began to talk, to echo and reflect upon the theory of this “Great One” who had come into their midst. They could not get enough of his exposition.

He went on a major lecture tour, preaching his theory in places wide-ranging in nature
– from small country town halls to metropolitan convention centres.

He was widely acclaimed and received by audiences everywhere in the educated world.
Figuratively (and in some cases literally) they fell at his feet. At times he couldn’t believe that he, an ordinary man, had become a “Guru Centric”.

Now it was that this Guru became a cult figure lauded by those who ranged from very high IQ’s to more run of the mill citizens. This acceptance by everyone became a denominator that linked people of all persuasions.

People paid to hear the words of this now Mighty Guru, basking in the matter and manner of his presentations.

People paid to buy his words. He made a mint from PowerPoint sales, DVD’s, essays and texts and by uploading these words into cyberspace and onto the net where they could be downloaded by adherents – for quite substantial remuneration.

Those of mercenary bent designed and sold T-shirts, mugs, writing stationery and other items enhanced by his countenance and embellished by his signature. He even became a hero on Pokemon cards.

Like Pedro climbing the mountain, he had reached dizzying heights of stratospheric proportion. He WAS the “Great One” above and looking down on all below him.

HIS was the pinnacle of life.

As the Guru
THIS GURU
Looked down and proclaimed.
“I’m on top of the world
Looking down on my creation
And the only explanation I can find
A the people I see
Looking at me, Me, ME,
Think I am special
And one of a kind.”

Of course the admiration of his adoring public eventually reached saturation point.
His theory had achieved a status of becoming standard household and workplace practice.
There was no more tinsel and glitter about his new idea. Then of course it was time for role to move on, embracing other thoughts that were new, untried and untested.

So it was that his adoring ones moved on, creating new heroes, new Gurus, all the while continuing to practice the habit of ‘discipleship’. They of course were dedicated to being followers.

He was quite happy to let them go. He had had his turn! The translation of his ordinariness into extraordinariness had earned him years of substantial acclaim and one huge pile of dollars.

Years later he pondered the “why”. Why can mortals rise, their ordinary becoming extraordinary.

Through his ponderings he realised it takes time, effort, thought and creativity to translate a dream into reality.
He wondered about his experience. And wow, what an experience.

“Guruism” had set him up for life. He faced the prospect of enjoying an early, long and carefree retirement.

“Blessed be ordinary people who take ordinary people and create for themselves a Guru Class.
I am glad, so glad I was able to cater for those who had itchy ears and who longed for excitement. Thanks to my theory I feel better now .

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SERVICE SHOULD BE RECOGNISED

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Although written with the Northern Territory in mind, teachers and school support staff everywhere should be recognised and intrinsically appreciated for their contribution to the profession.
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SERVICE SHOULD BE RECOGNISED

The Department of Education and the Northern Territory Government tend to take service somewhat for granted. I believe that it is important for teachers and school support staff to be recognised for their service.

Interestingly, those working for the Northern Territory Police, Fire , Emergency Services, and some sections of the Health Department are recognised and appreciated with service awards. That generally doesn’t happen for educators.

I have been told that a service recognition system would be too hard to organise because of the number of teachers and support staff working in NT Government Schools. A simple database maintained by the Education Department’s Human Relations Section could be set up to record details about staff service. As particular time anniversaries come up, a simple prompt could alert the system manager to the service anniversary. The level of recognition offered should align with the number of years of completed service.The system would be maintained if staff transferred from one school to another, because of its central administration.

It should be relatively straightforward for schools to be linked with our department through an application that would recognise service. That recognition if in the school’s system, could easily transfer onto the department’s main frame.

There is a popular belief that teachers and those working in schools come and go with unfortunate regularity. Many believe that educators have only short term commitments to their school roles. From the 1970’s through to the 1990’s many came for no more than two or three years before heading back to southern states. However, this has changed and people are now coming for much longer periods. Many are making the Territory their permanent home. People deserve recognition and appreciation for long term professional commitment.

In the past

A number of years ago the Department of Education began developing a program to recognise years of service. The plan was to acknowledge those who had given ten years of service, with further recognition to be forthcoming at five yearly intervals. However, with staff turnover and the succession of people operating at the highest levels within our Department, this determination seems to have lapsed. Changes of government may have played a part in these plans being shelved.

Some consider that this level of appreciation is not very important. That is just not true.

Service recognition needs to be revisited. It is not good enough for teachers and education support personnel to remain unrecognised and unappreciated after years of devotion to their profession. This is a matter that needs urgent attention.

STUDENT MANAGEMENT AND DISCIPLINE

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This is a key ingredient and need that is often overlooked. It is an element of need that can be quite frightening for teachers and school administrators.
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The control and discipline methods once available to teachers and educators were overbearing and harsh. Chastisement of both a verbal and physical nature was often cutting. Teachers were often very overbearing and students were used to being put down. The anticipation of ‘being corrected’ by punishment often sent shivers through children.

Things needed to change. Correction needed to be based on empathy and understanding. Matters requiring disciplinary treatment needed to be fleshed out, ion order that students were not dealt with incorrectly or unfairly.

Wrongs have largely been righted. However, teachers ion our modern times can be left in positions of vulnerability because they have so few corrective tools available to counteract poor behaviours. About the only thing teachers and school staff can do is talk to children about behaviour. This does not work with all students. They quickly sense that teachers have a limited repertoire of responses they can apply. That being the case, children can feel that they can continue with poor behaviour. They even ramp it up, which adds to the hurt and discomfit inflicted upon others.

Teachers have to have management tools they can use to control and counter negative behaviours. If these are not available, the qualities of teaching and learning can be ruined.

A happy medium is necessary. I believe in many cases we are still searching for the idealism that goes with happy, contented, harmonious and productive classrooms.

CELEBRATING STUDENTS

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While this entry relates to the Northern Territory and Board of Srtudies recognition of students who have done well, similar ceremonies take place elsewhere … Or should do.

We are quick to point out areas of challenge while often reluctant to celebrate student success. This paper is about rejoicing.
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BOARD CELEBRATES TERRITORY STUDENTS

In February every year the Northern Territory Board of Studies recognises the accomplishments of Year 12 NT Students, along with several stand-out primary and middle school children . This year’s celebration was held in two stages. On February 4, a ceremony was held in Alice Springs for students attending schools in the Southern Region. Last Friday the Top End celebration was held in the main hall of Parliament House. Students from Darwin, Palmerston, Katherine, the rural area and throughout Arnhem Land were honoured.

The Board’s Chair Mr Ralph Wiese was Master of Ceremonies.

Students were recognised for academic subject excellence. Awards for vocational educational studies acknowledged the universality of education and preparation of young people to enter into a wide facet of occupations in the years ahead. Both private and government school students were applauded for their 2015 results.

Each recipient received a certificate and monetary reward. The top 20 Northern Territory Certificate of Education students were also presented with trophies to recognise their hard work, dedication and commitment.

The most outstanding NT Certificate of Education Student, Lauren Northcote, attended Darwin High. She has earned a full scholarship to the Bond University (Queensland) for double degree tertiary studies.

A feature of 2015 was that 13 of the 20 top NTCE students were educated in the public school system. Nine were from Darwin High, two from Casuarina Senior College and two from Katherine High School. Three of the top 20 students attended Essington and one the Good Shepherd Lutheran College. In 2014, 19 of the top 20 students came from the government sector.

Monetary rewards earned by students are sponsored by business, a number of professional associations, Charles Darwin University and the Department of Education. Many thousands of prize dollars are awarded to assist students with tertiary study or occupational training.

Special Awards

A highlight was the conferral of the Administrators Medal. Two medals, one for a primary and one for a junior secondary student recognise academic accomplishment, behavioural excellence and the modelling of citizenship qualities. Olivia Anderson (Larrakeyah Primary) and Morgan Gurry (Darwin Middle) were recipients of medals awarded by our Administrator the Hon John Hardy.

Three awards named in their honour were presented in recognition of outstanding Territory educators taken before their time. Sally Bruyn (Year 6 science Award) Vic Czernezkyj (Mathematics excellence) and Karmi Sceney (Indigenous excellence and Leadership urban and remote schools). Alice Campbell (Alawa Primary), Leonard Ong (Essington), Kyana Hubbard (Casuarina Senior) and Daniel Bromot (Kormilda) were the award recipients.

Along with 2015 awardees, 1338 other students successfully completed their year 12 studies. Many are opting to complete their tertiary education at Charles Darwin University. Our university is continuing to gain status, recognition and respect.

The celebrations confirmed that many of our upcoming generation will be key contributors to the Territory’s future. That future is in good hands.

WE NEED SCHOOL COUNSELLORS

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We live in times where confusion reigns, Young people have their senses assailed by propaganda coming at them from many different sources including social media. Students and classes need quiet times and the chance for meaningful exchange with counsellors who can help, when it comes to establishing priorities and revisiting values. The need for ethics awareness and the building of honesty as key characteristics is often overlooked. It is true to say that in these modern times, many young people are disquieted about unfolding events. Class, group and individual conversations with counsellors would go a long way toward overcoming their concerns.

The chaplaincy concept is an Australian Government initiative. Funding is available to schools applying to join the program. A prime aim of the program was to build a values culture within schools. At the same time, limitations imposed upon chaplains meant this became an impossible task and the program has largely floundered.

Maybe the Federal Minister for Education, could consider discontinuing the chaplaincy program. Training of counsellors to work with students in schools could instead be implemented. Qualified counsellors are scarce on the ground. To include ‘counsellors’ as a specialist category in teacher training or re-training programs would help meet this dire need.

While this comment is cast in an Australian context, school counsellors to help with the guidance of students are needed everywhere. There is so much instability in life, that any assurance students can receive will be of great help.

COMMUNICATION LINKS ARE VITAL

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Communication links between home and school are vital, particularly in this day and age. Reassurance about safety and security are essential.

COMMUNICATION LINKS ARE VITAL

Safety and security for children is a matter that constantly occupies the minds of parents and school staff. Concern about their children during the school day sits in the subconscious thinking of parents. This is especially the case for younger children, although worry about older students is very real.

Circumstances in which we live, have brought issues of safety and security into sharp focus for parents and schools alike. When at school, children are deemed to be ‘loco parents’ in the care of principal and school staff.

Schools are careful to develop policies confirming that well-being for children is front and centre when it comes to duty of care issues. These policies, shaped by Department of Education expectations, are tailored to meet the needs of school communities.

When children are enrolled, a great deal of personal information is sought and added to individual student profiles. This is to provide school staff with information they may need should emergency situations arise. It is critically important that contact details for parents and primary caregivers are up-to-date. If not, contact in the case of accident or illness may be delayed. Injured or unwell children are not helped if office staff are not able to contact parents. Current phone numbers are important. So too are email and SMS details if schools employ these tools of communication.

Some schools have established e-mail data bases, and SMS messaging systems enabling them to reach all registered parents in the case of major issues. Many of our schools are in cyclone prone areas. A multiple e-mail generated to many parents at once provides instant information about current weather situations.

Email and SMS links let parents know if and when school is going to resume after a weather event. Messaging can also confirm pupil free days for staff professional development purposes. If the school is planning special events, brief messages can reinforce information that may have been converted in newsletters or placed on school websites. Reminders about tests and examination days can be provided throughout email and SMS updating.

The importance of being able to make urgent contact with parents was reinforced last week, when bomb scares forced the evacuation of four NT schools. Bulk message options reassured parents who checked their devices that children were in safe hands.

While sending reassuring and informing messages is important, they have to be opened and read. For parents who do not have this contact option, a current phone number is essential. It also helps if children, no matter how young, know and can recite their parents phone numbers and home address.

Phone, email and SMS options ought not replace newsletters, websites and physical notice boards. Their purpose is to facilitate urgent communication. Reliable and accurate links between home and school need to be established and maintained.

APPRECIATE YOUR TEAM

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The principles and processes of collaboration are important to development in the field of education. What I have always abhorred is the fact that gurus seem to piggyback on the work of their research teams in away that allows them to takers the sole glory for positions that establish and findings that are reached. They are offered ‘single surname adulation’ for work that quite obviously has been done by others.

My background is in education. It seems that many noteworthy leaders do not really have thev times to do they work about which they are espousing because they are too busy running around the world talking and taking conference calls, to actually do the work they are upholding.

Certainly they have teams back at base (one or another institute or university) who are working on their behalf. These gurus are in essence the public face of research teams. Yet they speak and present in a way that suggests they are solely responsible for creating the theories and authoring the positions they espouse. That is just not right.

Those working behind thec scenes and well away from the microphone need to be acknowledged and appreciated for their contribution to research process and findings.

TRUST NOW A RARITY

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I wrote this column for a recent issue of the Suns newspapers in the NT. The matter is one that has exercised my mind for a long time.
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TRUST NOW A RARITY

For better or worse, the innate trust that was once vested in schools, principals, teachers and support staff has diminished. There was a time when those working in schools were trusted to do their jobs. They were generally appreciated for the way they went about delivering on their educational commitments.

While there were some who did not fully live up to that trust, the great majority of school based employees did the right thing. There was also a time when teachers and parents could work together proactively to help students overcome poor learning attitudes. They were on the same side. These days there is a tendency for teachers to be blamed if student learning outcomes do not meet expectations.

Most educators worked far beyond the school day. The majority of educators were at work early and stayed until well after students departed in the afternoon. Weekend and holiday work were common.

Those who worked in schools during the 1960s until the mid 1990s would remember those times. It felt good to be trusted and appreciated for the work done in schools. That appreciation came from within the community and the Education Department.

An era of accountability, assessment, and compliance requirement now has a major influence on education. Times have changed. People are now called to account more zealously than used to be the case. Appreciation is less forthcoming and demand for results within narrow academic strands of accomplishment are front and centre. Trust in teachers and school staff to do their jobs without their efforts being closely monitored has all but vanished. Conversations with school based educators confirms that most feel under growing stress and pressure.

Accountability and compliance pressures have resulted in a refocus of teaching strategies and data collection. Data is all about justification. It is the number one topic that occupies the agendas of educational meetings in both schools and higher departmental levels. Focus on data, student results and comparisons of Northern Territory students with those elsewhere are the major drivers.

This pressure puts stress on educators in a way that causes many to feel they have their noses constantly on the grindstone. There is no respite, no letup and no longer an enjoyment of teaching. This in turn is transferred to students in classrooms. Teachers and students are educational game players who MUST meet predetermined teaching and learning outcomes.

It may be a cry too late, but teachers and students must be trusted to teach and learn without the need for their every move to be minutely examined

PERSONAL SKILLS NEED SPACE TO DEVELOP

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Skills are being lost. Creativity of the mind is being taken over by imposed creativity, the imagination of others, visited through engaging fingers on keyboards.

This is accessing creativity belonging to others but that is not owned by the person accessing the ideas. It is sad that person skills are being lost and personal creativity stymied.  We need to keep our imaginations vibrant and alive.

Re-prioritisation is needed, and quickly.

GIVE SCHOOLS A BREAK

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 The most unnerving factor about education is all the tooing, froing argy-barging that goes on about structure and organisation. Education is regulated to the point of inundating schools and teachers with paperwork, administrative and accountability requirements that bury good prctice and a comon sense approach. The whole process is one catatonic mess! 

The joy of teaching and the pleasures of learning have been stripped away by the grim regulatory and expectational fronts throwing up new directions and demanded priorities on an almost daily basis.

COLLEGIALITY AND CARE Essences of Passing the Leadership Baton

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This was shared with readers of ACEL’s e-Leading in 2015. I wrote from my heart and with appreciation for those who helped me in developing along my career pathway.

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Collegiality and Care

Essences of Passing the Leadership Baton

When reflecting upon one’s professional life, the remembrance of significant people who helped make a difference, reflects upon the consciousness. One remembers people who cared enough to care. Looking back on my years in education, I recall five people who helped me along the way and at various stages of my career. Their collegiality, empathy, advice and care made them great mentors, coaches and example setters. They motivated me to become an educator who endeavoured to support others in the same way.

John Lockley, Head Teacher Wannamal School: 1971

In my second year of teaching, I was lucky enough to earn an appointment to Gillingarra, a one teacher school in the central west coastal area of WA. I was head teacher on probation. At that time, in the early 1970’s, school inspections were an annual event and were a quite rigorous exercise. This was particularly the case for probationers.

John Lockley was an experienced head teacher at Wannamal, a slightly larger school 50 kilometres down the road. His school was due for inspection around the same time as mine. He knew I was the new kid on the block and correctly anticipated my nervous apprehension about the pending exercise.

John phoned and offered to come up to Gillingarra to familiarise me with what was involved. He spent an afternoon stepping me through the processes the Inspector would follow. He explained what documentation I needed to complete and why particular records were necessary. This was an exercise in familiarisation and demystification, an experience that built my self confidence.

Thereafter, John kept in touch, periodically guiding me in a supportive and collegiate manner. His interest, pastoral care and concern were instrumental in helping give me a good start to my educational career. That help was an important stepping stone towards my future.

Jim Eedle (Dr Jim) our First NT Education Secretary: 1979

The Northern Territory Government took responsibility for Territory Education in January 1979. Until that time education had been administered by various State Departments including NSW and SA. Until 1979, staffing had been the responsibility of the Commonwealth Teaching Service in Canberra.

Becoming an entity in our own right provided us with a serious opportunity to consider how education in the Northern Territory might be shaped.

In March 1979, Dr Eedle met with school education leaders in Katherine, a regional town 300 kilometres south of Darwin. He welcomed us all to the ‘new’ NT educational system and offered words of meaning, advice and caution.

Dr Eedle metaphorically described our system’s emancipation as being like unto a rising sun. He offered two pieces of advice I have always regarded as being statements of infinite wisdom.

He told us that as leaders, we should always remember that “schools are for children”.
His further advice was that educational structure should always serve function”.

Dr Eedle suggested system priorities for us. He placed an emphasis on education which I always endeavoured to follow. With the passing of years, education everywhere has become structured to the point of where educational operations seem massively over-built.
Structural magnification can defocus us from the prime purpose of education – to develop and enrich children and students moving up the grades and through the years.

I always tried to underpin my practice, with Eedle’s advice about priorities firmly in mind. What he had to say, focussed on the prime purpose of education as a process to develop the young, preparing them to take control of the future. This became part of my ingrained educational practice.

Geoff Spring Education Secretary NT: 1983

In the mid 1980’s I was appointed Principal of Nhulunbuy Primary School at Nhulunbuy, a mining town of 4,000 people in East Arnhem (NT). Nhulunbuy was a school of 800 students and over 50 staff. The consensus was that our school would benefit from an appraisal that examined operational process and helped with the establishment of educational priorities.

At the time, school appraisals were flavour of the month. I was keen to make sure the model fitted to identifying teaching, learning and student development needs. My newness to urban education in the NT made this an untried area.

I wrote to Mr Spring, explaining what we intended doing and asked for his advice in shaping our appraisal process. He telexed me back (in the days before facsimile machines and email opportunities) with a very detailed, three page reply. I learned from him that valid school appraisals considered the organisation from the inside out, rather than the outside in. There was a tendency to prioritise the physical environment (how the school looked) along with staff and student wellbeing (how the school felt), ahead of what happened in classrooms.

The primary aspect of appraisal he advised, was to consider the teaching – learning nexus, the classroom interface or how the school taught. Evaluation from the outside in, missed the point of focussing on what schools were really all about.

We followed the Spring Methodology. I discovered that if the heart of the school, its teaching and learning focus were healthy, relationships and physical aspects of appearance tended to look after themselves. Mr Spring’s timely advice was not lost. The method was one I followed in other schools during following years.

Dr Colin Moyle ACEA (Now ACEL): 1984

From Dr Moyle, I learned that periodic professional refreshment should be part of educational development. It can be easy to relax in the leadership role, believing there is nothing more to learn. Leaders who think this way become ‘cruisers’, leading organisations that meander along, often making minimal progress.

Revisiting the essence of a career can bring with it essential rethinking and revitalisation. This process can help people in leadership positions refocus and reinvigorate their operational precepts.

In 1983 I was afforded such an opportunity when Dr Colin Moyle, a key figure in the Australian Council of Educational Administrators visited Darwin. He conducted a week long leadership symposium with fifteen school principals. He asked each of us to contemplate the development of a mission statement of no more that 25 words. Its purpose would be to focus us on key priorities we identified.

The idea of a mission statement that conceptualised sense and purpose had never crossed my mind. After careful consideration my statement emerged. It became both a reminder and a guide.

It reads:

To fulfil and be fulfilled in organisational mode, family, work and recreation;
To acquit my responsibilities with integrity;
To work with a smile in my heart.

Over the years since, I have frequently reflected on my mission statement. I have also asked others to consider the wisdom of developing a similar focussing position. My mission statement has well and truly served its purpose.

Charlie Carter Regional Superintendent of Education, Darwin: 1992

Wake-up calls are sometimes necessary and I had one come my way early in 1992. I had just been appointed principal of Leanyer School and began to fill the role enthusiastically. Too enthusiastically. I was making decisions without consultation and acting in a way that was imposing on Leanyer, the philosophy and policies belonging to Karama School, from which I had transferred.

Some staff members and parents met with Mr Carter to express their concerns about my leadership style and approach. He listened to them and hand wrote me a note. It read in part:

Dear Henry

I am taking this opportunity to alert you to the fact that I have recently received a number of deputations from many sections of he Leanyer School Community. In all instances they were critical of your leadership. …

I would appreciate the opportunity to meet with you to discuss the situation and ways in which I can offer support to you. Please ring me to make an appointment. …

I have handwritten this letter to preserve … confidentiality. …”

I met with Charlie Carter. What followed was the support and understanding I needed to confront and meet this challenge. The help offered made me stronger, more empathetic and wiser in my dealings with others. I went on to spend 20 years at Leanyer as the school’s principal. Without the support, coaching and help of Mr Carter, my tenure may have been closer to twelve months.

Needless to say, I learned the wisdom of an approach to dealing with key issues, that confronts and overcomes challenges in an effective and non-confrontationist manner. It was a conversational and understanding strategy that stood me in good stead when dealing with others. Mr Carter’s modelling and practise of that approach was helpful to me at the time. He taught me the value of that self same approach in the years that followed.

Conclusion

Each of us in professional life can draw inspiration and understanding from the words and practices of others. In one sense it is ‘rote learning’. It is the instilling of priorities and the impression of leadership examples that pass from one generation of professionals to the next. These stepping stones of understanding and style help in ensuring some sense of organisational stability. Without this transfer, educational leaders could become lost.

Henry Gray

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CAN TRUST BE RESTORED?

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An era of accountability, assessment, and compliance requirement now has a major influence on education. Times have changed. People are now called to account more zealously than used to be the case. Appreciation is less forthcoming and demand for results within narrow academic strands of accomplishment are front and centre. Trust in teachers and school staff to do their jobs without their efforts being closely monitored has all but vanished. Conversations with school based educators confirms that most feel under growing stress and pressure.

Accountability and compliance pressures have resulted in a refocus of teaching strategies and data collection. Data is all about justification. It is the number one topic that occupies the agendas of educational meetings in both schools and higher departmental levels. Focus on data, student results and comparisons of students with those elsewhere are the major drivers.

This pressure puts educators under constant stress. There is no respite, no letup and no longer an underlying enjoyment of teaching. This in turn is transferred to students in classrooms. Teachers and students are educational game players who MUST meet predetermined teaching and learning outcomes.

It may be a cry too late, but teachers and students must be trusted to teach and learn without the need for their every move to be minutely examined.

TEACHING A JAIL SENTENCE?

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A lot of teachers and principals can and do enjoy their vocation and calling. However
many teachers and those working within our schools feel that being ‘sentenced to teach’ is somehow akin to a jail sentence. A sentence that can last for years and years and from which there is no parole prior to retirement. They are locked in because there is no career alternative. They cannot resign because of financial circumstances. And the profession is like a custodial sentence because of the way education has evolved to become an institution requiring compliance, accountability and justification. The joy has gone and changing parameters leave a bitter taste.

On the day of retirement, their last day, people walk. It’s bitter sweet. They resolve never to look back until they are far away from the years that have been.

How sad.