Harvard Graduate School of Education - Leadership: an Evolving Vision 2007

This morning we have been talking about the professionalisation of teaching! Of making teaching a real profession and moving away from what Elmore describes as a school being a group of islands of private practices.

To ensure real teacher leadership Kitty Boles advocates 3 pathways:

1. Rounds - promoting collaboration through the sharing of successful practice
2. Lesson Study – Promoting collaboration through improving content knowledge
3. Teacher Action Research – Promoting collaboration through systematic and intentional inquiry

Within Scottish education we are all working towards this culture in our schools and with our teachers but I wonder do we as Head Teachers take the opportunity to practice what we preach? Do we engage in action-based research to develop our practice? Do we engage in frequent conversation with each other about our work? Do we have easy access to each other’s schools? Do we take it for granted we should observe and comment upon each other’s work?

How do we nurture and engender the sense of belonging amongst all those involved in education that would allow this to take place effectively? And how do we create an environment where we can all work together, adopt a truly collegiate approach and share our practice?
 

“Managers are paid to talk not to do” - sounds like an unlikely combination but that’s what Malachi Pancoast reckons to be the role of school leaders.

He took this even further when he suggested that our aim should be to become superfluous to the operation.

It struck me listening to this that there are many out there who might already that to be the case!!! - but then it that might be due to us not managing our workload effectively.

The Scottish work ethic can sometimes become a liability - how hard we work and the number of hours we put in can sometimes appear to be a series of medals we metaphorically wear on our chests.  Just imagine how a group of Head Teachers would react to a colleague who said “I don’t do any work at home at nights or the weekend and I leave work every night at 5.00pm” - I think I can say that without exception that we would make an immediate judgement about that person’s  commitment and effectiveness. So hard work becomes a prerequisite for Headship/Principalship. 

The point I’m driving at here is that we (educational leaders) are stakeholders in the orthodoxy that long hours and effectiveness are inextricably connected.

The key stage for us before seeking to implement some of the strategies which Malachi outlined in the course of his presentation is to recognise that it is possible to be effective without having to “work” as hard. 

I was struck by his concluding comment:

“Our job is to produce results - not to make friends”

I believe that so much of the “hard work” we engage in is to do with “impressing others” and to be valued for being last out of the car park!

One of the features of American education about which I have been suprised in the number of High School Principals who started their management careers in Elementary (Primary) schools.

One of the reasons that I’m so surprised is that the system here is so performance measurement oriented - in other words if something doesn’t improve the numbers it won’t be continued.  Yet there is no apparent difference in the performance of schools led by leaders who have only worked in the High School setting and those who are led by leaders who were first in the Elementary setting.

So where does that leave us in Scotland?

Well is doesn’t happen! - so why not? One of the reasons often given is that “Primary schools are so different from Secondary (High) schools “the examination system, the timetable,  pupil behaviour, structure of departments, and often the difference in the number of pupils “- yet one could argue that such elements are all at the techinical end of the spectrum - they can be learned.

What’s been reinforced to me here is that the big management issues - i.e. people and culture are completely the same between primary and secondary.

When I moved from being a High School Principal to being Head of Education - no one batted an eyelid - yet no one could have suggested that I had all the technical knowledge necessary for me to do the job. The reality is that I had developed a set of transferable leadership and management skills  which allowed me to take up my post and the rest I’ve had to learn on the job.

So why couldn’t an outstanding Primary Head Teacher be considered for a position as Head Teacher of a secondary school - especially when we are experiencing such a shortage of high quality candidates for such posts.

As the size issue - that would mean that any Head Teacher of a small secondary school could never be considered for the post of Head Teacher of a large secondary school - which would never happen.

I’d like to explore this further when I get home - no doubt teachers’ unions might have issues and parents might have concerns but I don’t think either are insurmountable - perhaps the greatest shift would have to come in the in the minds of people like me.

Mind you - if we did go  for such a shift, the direction of travel would have to be both ways.

Would I do it?  -  you betcha!!!

When I learned that I was going out to Harvard with five female colleagues I have to admit to some trepidation:

• What would my wife say?
• Would I feel out on a limb?
• Would they drive me nuts?

Well my experience so far - Day 5 - has been exceptional.  What a great group of people they are but perhaps more importantly I think I have gained an insight into what it is to “be one the girls”.

So what’s different from being “one of the boys”?

That’s actually more difficult to answer than you might think but there is definitely something.  The obvious answer would be to say that they are more caring, consensual and supportive and I suppose that these are characteristics that I have observed. However, it’s more subtle than that - and I think it’s got something to do with the way that they carry out conversations.

I know I shouldn’t generalise from my experience but I think they listen and want to hear from each other - rather than just always wanting to contribute or push their own ideas.  I wonder if male conversations aren’t just a little bit more ‘competitive’ i.e. I listen and then I want to top it by recounting my experience or idea.  The women don’t seem to work that way the conversations are all the more enjoyable and possibly productive for that. Now I know my presence is corrupting that true “girls” environment but at least I’ve been given an insight into a very different world.  Thanks Girls.

Oh and my wife - well I think I now understand why she likes a night out with the girls - she joins me out here on Thursday - so I’m looking forward to her meeting my “girls”

How do you lead your organisation? Does everyone look to you to solve the current problem? Do you jump in and use your ‘leadership position’ to solve every query no matter how small?

Are you a great boss or great leader?

Recently I was part of a group of 10 leaders and managers of large organisations who had a problem to solve. From the initial confusion the problem was solved by a small part of the group who took control.
Result? The majority of the group felt that the job had been done but they played little or no part in it. There had been little collaboration, consultation or communication. Job effectiveness 6/10, job satisfaction for the group 3/10, boss/leader responsibility 9/10, likelihood of whole group participation in another task 0/10.

Making a difference

A second problem was posed. This time more people in the group were included in solving the problem.  Communication and consultation improved, opinions and suggestions were valued. There was a collaborative atmosphere. The majority of the group felt valued, their ideas mattered and had perhaps contributed in some way to the final outcome. Self esteem of all group members was high.
Result? Job effectiveness 7/10 Job satisfaction for the group 8/10, boss/leader responsibility 5/10, likelihood of whole group participation in another task 10/10.

Great bosses boss, do everything for everybody and burn out.
Great leaders lead, empower and have a life!