Virtual Learning Network

Kapai Pohatu, Collaboration is a key and an effective principal can be the main driver, but as you allude to.. a team is a team ('collective responsibility'). So like it or not there are other leaders in the staffroom, it is therefore as you suggest important to get commitment to the the main game and have everybody on roughly the same page. Can you think of an example (in any school) where there has been another leader in the staffroom who has worked in a way that undermines the the 'tone' the principal is trying to establish? What would you do to manage that situation? And what do you mean by 'tone' what is it?

Ha, ha Bill, I wouldn't call it growling!! Just pushing the boundaries too hard (Oops, now I am getting defensive). And your question is a good one! "I just want to know how that would/could look like at that level...." It is a good question because it is the same question the teachers you are leading will be asking of you! That is, I understand the theory... but tell me/show me what it actually looks like in a classroom.

Simply, the theory is.. when we teach to NCEA, we stay in a narrow paradigm, which often requires students to prove they are competent.... we are achievement focussed and usually many of the assessment 'of' learning tools are stuck in the 20th century, eg; a 2 hour written test. When we shift the focus to learning, whereby students are constantly seeking to improve their competency, achievement will follow.... But, Bill, what does that look like in a senior school classroom? To help teachers with this there are numerous things that leaders can do... for example: 

As a leader you need to help develop teacher’s ‘assessment of learning’ capabilities. For example: so that assessment drops out of what teachers are teaching rather than teaching to an assessment. 

What else Could a leader do to support their teachers and help them to see "what it might look like/be like in a classroom"?

In my view moral purpose needs to have some sort of focus on those that have been sidelined or disadvantaged by schooling and our 'system'. Further to call someone a priority learner is to deficit think. By labelling someone as a priority learner I have shifted the issues from me the teacher to them the learner.

I agree Maurie... courage and moral purpose! But what about refining your moral purpose a bit more to 'leading with moral purpose for equity and social justice'.  Thats when real courage is needed... incidentally can you state you moral purpose (for equity and social justice) in a sentence.

It does fit neatly with your leadership inquiry Lawrence.... So Jill are you writing cross curricular learning tasks... is this at the senior secondary level?

well done Manny, the potential for genuinely partnering with Whanau and helping schooling to be 24/7 is unlimited

thanks for sharing that Cheryl Doig resource Glenda. in critiquing it two questions

is there a need to value where the staff are currently at in terms of e learning before gaining a commitment from them to change?

how do you build sustainability into the change?

so if "staff buy in and understanding is key" what are some deliberate acts of leadership you have taken to get this buy in...what worked? what didnt? what would you now do differently? if anything?

good advice Steve... it is about a cultural shift first and changes of that nature are usually at least 2/3 years in the making. its about what we can do not what we cannot...So how are you creating networks and interdependicies for your learners in your traditional spaces?

kia ora Jody

like you contribution to the korero, ....but this is not the first time i have heard you talk about 'deliberate acts of leadership' by you principal and of the important role he has in deep authentic learning for all. it must be good for you to be able to observe all of this as you reflect on your own leadership development. so what have you learned about empowering others? how would you make deliberate acts of leadership that distributes leadership in a way that grows capability whilst keeping the direction of the school aligined to the vision? do such delib erate acts by a leader manifest themself in some visible way? or is there an inherent tension between a deliberate act of leadership and distributing leadership??