Tag Archives: philosophy

Mathematical Mindsets – course responses. Unit 1.⤴

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Why are schools keen to label children as smart or gifted?

 

My intiial reaction is that I have no idea. Maybe using gifted allows SMT to ask class teachers what their plan is for ‘stretching’ some children. I feel this is used as a counter balance to the question of what teachers do to support less able children in lessons. This differentiation battle has been ongoing for a while and is not in line with the AiFL which I have studied when reading the Shirley Clarke books.

 

So what is a belief message you can give to students when you’re talking to them about their work?

 

You have to give them the belief that they will get there eventually. I remind them that I have failed at many things but I have always managed to get the hand of something if it mattered enough to me. I also discuss with the class why I am asking them questions – not because I don’t know the answer, but because I want to know if a certain person knows an answer but more importantly how that person works something out.

 

The evidence that those with a “growth” mindset have more brain activity than those with a fixed mindset is pretty amazing – and important. What does it make you think about? Is there something you may do or say differently because of this evidence?

 

It reminds me that as well as telling my class that we learn stuff which is hard, because it grows our brains, I must remind them that they will find it hard and that they will get there in the end.

 

How can you help parents with math anxiety?

 

I think several approaches/actions are required here leading to an understanding of why they are anxious.

 

Firstly you can share links to video clips, reading matters, research, courses etc showing how growth mindset works and how this links into mathematical understanding.

 

Secondly you need to remind them of that time in maths that they felt terrible because they couldn’t answer a question in a certain time limit. Ask them how that shaped their feelings towards maths as a subject. Discuss with them the way maths is taught at university where depth and understanding matter more than time limits.

 

Share with them some of the rich learning tasks from youcubed and ask them what they think someone is learning when the are working on these tasks. During this model maths talk with them too and explain how this cements learning.

 

Discuss my own feelings towards maths and how they changed when someone took the time to explain how maths worked to me in a way in which I could understand it.

 

From all of this, ask them how well they feel maths was taught to them. If they feel the teaching they received was not the best, this can be linked to their anxiety. It’s not their fault, a lot of it is the way things were in the past in maths teaching.

 

What were the main ideas you heard from the interview with Carol Dweck that you think can be helpful in your teaching or interactions with students?

 

Growth mindset is telling the children that they can develop abilities.

Struggle is good but needs some support.

Be ‘casual’ about mistakes whilst offering to help the student get it right and scaffolding their answers.

Some people are unclear what a fixed and growth mindset are.

 

What are you most excited to learn from this course?

 

New ideas for use in class.

How I can support children who struggle the most with their maths.

Things to say to other teachers, SMT and observers in my classroom when they question what I am doing and why I don’t have maths groups.

 

What ideas do you think were most helpful for the students in the video? What impacted them most?

 

The idea that getting things wrong in maths is OK and that finishing first does not mean the best. Also, the idea that only struggling through maths develops the brain. Immediate recall and pages of correct does not grow the brain.

Educational reforms.⤴

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As soon as the PISA results came out, the questions, accusations and incriminations began. Blame it on the CfE, blame it on the SNP, blame it on the boogie. I’m not going to blame anyone, there’s plenty of stuff written by plenty of people on the internet already, indeed I’m not sure the PISA results are something to aim for or worry about – Finland seems not to be too concerned – but I am going to write about working through major education reforms in my career to date.

The two major reforms which took place whilst I’ve been a teacher occurred in England and Scotland. In England, I taught through the time of the National Literacy Strategy, the National Numeracy Strategy, the QCA units, the QCA unit plans, SATS tests and OfSTED inspections every four years in a range of schools in England.  In Scotland I’ve taught throughout the implementation of the Curriculum for Excellence, and seen at first hand via The Girl, the national assessment procedures.

The reforms in England were massive and to a large degree micro-managed. The Government wanted improvements in literacy and numeracy and wrote strategies to make sure this happened. If there was debate around what ‘good’ literacy and numeracy should look like, I wasn’t part of (I was in my 20s though, so I knew everything anyway). The strategies were written by a group of literacy experts and then rolled out to schools in the autumn and winter to be put into place for the start of the next school year.

I recall the literacy strategy being rolled out in 2 hour staff meetings after school – I hate after school meetings, I’ve done a day of teaching, there is assessment to do and I’m tired: You’re not going to get the best out of me. These meetings were scripted by the government, the trainers read out what we needed to know and we worked through units of work which explained how the strategy worked, how we should plan, how we should teach reading,writing and spelling. We soon spotted that the answers to the trainers’ questions were usually on the next page of the document! For this training we were given a complete strategy, various unit breakdowns of our own, resources (which we needed to make up in school) and some examples of expected work. It was a slog but by September we had stuff in place and away we went with it. The lessons I taught from the strategy weren’t perfect, but there was a structure in place to help me.

Of course, your school didn’t HAVE to follow the literacy strategy, but if you didn’t and the OfSTED or local authority came a calling, your school literacy strategy had better be an improvement on the national strategy. If your SATS results weren’t up to standard then OfSTED might make an extra visit and again, you’d better be getting the national strategy in place or else (or else usually meant your HT retiring or resigning).

Once we had successfully implemented that – well actually by October of that same year – the National Numeracy Strategy was launched. If you’ve had the misfortune to chat to me about this, you’ll know I love the NNS! The Government spotted some of the problems with the literacy strategy and made some key improvements.

The NNS contained examples of questions and ideas you could use, straight out of the folder. The document, like the NLS had learning objectives for each term of each year group (meaning for differentiation there was a progression mapped out). However, the NNS was supplemented with two things I thought were brilliant.

Firstly, there was a 5 day maths course for every teacher in the UK. 5 days out of class (in a hotel at times) to discover the document, talk about it with colleagues from other schools, plan how you would implement it with your class, look at all the resources. Like the NLS it too was scripted, so the Government really were leading this change in EXACTLY the way they wanted it to go. The 5 days were back to back. A full week thinking about nothing more than numeracy. It changed my teaching approach to maths from ‘here’s the book kids’ to something I love to this day. And really it bloody well should have done, bearing in mind the cost of this to the UK taxpayer.

The other wonderful thing was the resources the NNS team made and shared. They created some wonderful teaching programs which I use to this day and they wrote the unit plans. These were highly detailed documents for each unit of work. Unit one was place value it contained 5 plans, one for each day of the week. Each plan was A4 and was pretty much a script for the lesson. There in the same folder (and latterly on CD-ROMS) were the resources (including worksheets) you needed for the lesson. Differentiated. The idea was that these plans were a start point, you changed them to suit the needs of your class. Lots of teachers did and that was great, but even if you didn’t (because you were, like so many teachers lazy ? what you delivered was good quality, written by numeracy experts, lessons. If you were new to the job it allowed you to know where to pitch an average lesson and how to piece your maths teaching together over a term. I loved them and still did out the ideas for a concept which my class find tricky to see if I’ve missed anything.

After a year or two, the Government did it again. They released the QCA topic documents. These detailed the teaching for all of the non-core subjects on a lesson by lesson basis. Again, all the information you needed to teach the lesson was contained in the folder. You adapted it, changed the order, added bits in, took bits out but the basic lessons for all your Art, DT, History, Geography, Music, Science, RME and PSE were there. Concurrent to that, the Government noticed that problem solving and investigations was not progressing as well as they wanted, so they created more problem-solving resource and ran another 5 day maths course for two teachers in each school to upskill them in teaching this. Again, resources and knowledge I still use to this day.

Looking back, it seems a great time, with resources aplenty, cash aplenty, but it was hard, hard work at times, with the pressure of OfSTED ready to pounce and the pressure of SATS scores needing to meet targets for school and local authority. For me, giving me start points close to a finished article of a lesson plan or termly plan allowed me to focus on the delivery of the lesson, moving children to their next target (of which they had many) and how I might make these at time dry lessons interesting and meaningful for the children. For teachers, new to the profession it certainly offered a proven scaffold to begin their careers. I loved the support the strategies and unit plans gave me and the time it freed up to think about the needs of the children in my care.

I will discuss the education reforms since I’ve moved to Scotland in my next post. I think it’s possible I moved out of England before things took a turn for the worse, but I’m happy to hear comments from people who disagree with that thought or with things as I recall them from the late 90s and early 2000s

TES Resource⤴

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“Hello, Just following up on the last message. We would love to hear back from you to see whether you are interested in the £50 reward for uploading…”

 

The TES came a calling. Offering cash incentives.

 

“£50 reward for uploading 3 premium teaching resources to our website. “

 

I had a look.

 

What is a premium resource? It’s a resource on the TES site that you pay for.

 

I have enough problems remembering my login for the TES site.

 

I had a read of this post again. It’s about why i teach. I’ve done it for a while now. I still love it. It’s about the changing, the learning, the everyday being new, the unlocking of potential. It’s not about the money.

 

I am more than happy to share any knowledge, resources I have with anyone. For free. Get in touch and I’ll send you what I can.

 

I feel that the sharing of ideas, resources, skills and knowledge is a key part of teaching. It’s how we are going to improve our education system, our curriculum. It’s how we are going to prepare our young people for the future.

 

It’s also what we ask the children in our care to do when we plan group work.

 

As well as an ethical issue in getting paid for sharing my resources, there’s a further issue.

 

If I make a resource on my council computer, in my council lit, council heated classroom and maybe print out a few test copies on the council maintained printer, is it fully my resource to charge for?

 

If I use the knowledge that I have developed through the inspiring, knowledgeable teachers I have worked with, is it fully my resource to charge for?

 

If I use an idea that I have seen on someone else’s resource, even if I have adapted it, is it fully my resource to charge for?

 

I am lucky.  I work, and have worked, with some wonderfully knowledgeable, inspiring people. I learn loads from them. I see how they do things, I improve my practice, I incorporate their ideas and I steal a copy of their resources from them and use them with my class. Should I offer them money when I do this?

 

Sharing. It’s a fundamental part of education, it’s how we personally improve and it’s how we are going to improve the lives of our young people.

Hopefully I do it.

And it’s useful.

And I do it for free.

 

#Blimage – Seating⤴

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Photo - Steve Wheeler.

Photo – Steve Wheeler.

 

When I first saw this particular #blimage it struck a chord with me immediately. Seating arrangements! One of the things in teaching I’ve read up about and tried out lots of to get the best learning out of my class (and in my early years tried to improve behaviour with too).

 

What can seating look like in primary schools?

 

Well those desks suggest the old style of rows to me. The type of thing that was actually being phased out when I went through primary schools in the 1980s. I’m not sure of the benefit of rows. If you were partnered (as our desks were double desks) with the ‘wrong person’ it made school life miserable. (My step-daughter who is a hard-working girl who isn’t easily distracted and tries her best ‘won’ the seat next to the class ‘naughty’ boy who was very talkative. She was sat there for a couple of terms…say it quickly it doesn’t sound a lot does it. Two block of 8 weeks maybe. 80 days then. 6 hours a day. 560 hours of school. With no planned benefits to her, only unhappiness because she’s not sat with the rest of her group). So maybe that seating wasn’t of the 70s and 80s? I’ve seen it used in classes in schools I’ve taught in. I assume (though never asked) to stop off task interactions.

 

A more traditional seating arrangement in primary school is the ‘table’ of around 6 children. Why do we do this? To create group interactions? Because it what primary classrooms look like – (thanks to SMT who’ve shared that gem in the past)? So that we can engineer groupings to ‘settle’ the behaviours of some children? In the early stage of my teaching life I used table groups and changed them regularly, twice a year (or moved ‘individuals’ around as a behaviour measure). I dread to think.

 

In latter years (after working with Shirley Clarke in Gateshead) I used tables of 6 children and changed them every Monday using lollipop sticks. The purpose behind this being to get the children interacting with as many different children in the class as possible. Finding out the skills and positive features that people they had never worked with had, as well as developing their own skills, through sharing their ideas and supporting each other in group work. It worked really well, and some of the feedback from the children about things they found out about each other was amazing. Of course if this happens you can’t have table points, table captains, table winners or table losers, you will need children to be self-motivated and working hard for themselves and not for external reward.

 

For the best part of a year I put all my tables together to form one large table in the classroom and mixed up the children weekly again using lollipop sticks. I did this after reading a book about how Apple and Google create spaces for ‘chance’ interactions. The class enjoyed working in this way and again reported that working with different people made for exciting learning time and exciting school time. (Behaviour, to my observation, was no worse using a ‘random’ approach to tables and seating than having ‘planned’ seating).

 

This coming year I am going for a horseshoe in my classroom with seating positions again changed weekly by random means. As well as the horseshoe, I have a table of 4 in the middle and a table for 8 for group teaching purposes. I will encourage the children to move furniture around for different tasks as they feel it suits their learning.

However, before all of this happens I will spend time in the first couple of weeks setting up the reasons behind our seating arrangements and setting up ground rules as well as discussing growth mindsets and key aspect of formative assessment. You can find loads of reading and resources about developing a growth mindset in the classroom all over the internet, and I have collected a few of the articles I have found useful here.

 

I’d be delighted to hear any of your ideas, arrangements etc in the comments.

 

.

 

Highers? The best we can do?⤴

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It’s Easter Monday, (Bank holiday in the UK) and it’s 8:47 PM. My step-daughter is holed up in her room. Listening to music? Watching YouTube vloggers? Reading? Watching Games of Thrones via illegal feed? None of the above. She’s studying. This time for English Higher. Saturday it was for Art, Friday for RMPS.  Wednesday night she was up until 2:45 AM working on her Graphic Communication project which was due in. (She was up against a wholly unrealistic time scale, as the previous teacher ‘misunderstood’ what was required for the exam. I wonder if they were up at 2:45 and then ready for school next morning??) To be fair to her she didn’t start work until 10:00 PM on the Wednesday night.

 

Would you like to guess why she began work so late? She was organising a music concert at her school along with other S5’s. This wasn’t part of her course: It was over and above. It was her and her friends taking a leading role in school life. The Curriculum for Excellence says this is a thing to aspire to for schools and pupils, yet due to some inadequate work from a teacher, her reward for this was working until 2:45 AM.

 

Well at least it’s the holiday now. Except it’s not quite the holidays, as my step-daughter is attending revision classes in the school on different days of the holiday. These are being provided by teachers who are clearly committed to their pupils getting the best grades they can in their exams, so committed in fact that they are ignoring national guidelines on holidays for pupils and teachers to deliver them.

 

Perhaps she’s having to cram as she’s not done enough work previously? Maybe she slacks off and works hard in the ‘exam season’. I can tell you she’s not angelic. She leaves the toilet lid up, doesn’t wash her food pots and has even been known not to replace the butter in the butter in the butter dish! She does work very hard at her studies however, pushes herself hard, as well as trying to develop other areas of her life (like attending animation classes, organising concerts for the school, volunteering in a hospice shop when she can).

 

Our ‘new’ Curriculum for Excellence (published in 2004) has strong ideals and ethics in it. It aims to create “successful learners, confident individuals, responsible citizens and effective contributors.” I’m not sure how these fit with holiday revision classes, weekends where homework is all that gets done in a household, time taken off school to complete ‘vital’ homework tasks. To my mind they don’t. The conditions of work my step-daughter is working to are likely to turn our young people away from education for a lengthy period of time. I dare not think too long about the effects this amount of work and pressure has on her (and her many friends) mental health. This was not the aim of the 2002 consultation paper on education, yet this is where we are.

 

Charlie Love wrote a great blog post about National 4 exams and the effect that working Nat 4 courses had on pupils, it’s well worth a read. It is not just Highers, it’s the National 4 and 5 exams which don’t appear to be working also.

A quick google for problems with Highers brings up a few news reports but nothing too recent. It seems that the political will to create a system where our young succeed and lead balanced, healthy lives is not there. When I did my ‘A’ levels (in England), I (like everyone else) took two years of study to pass them. It was a wonderful time of my life, some hard work, some enjoyment of a different side of school life, even some maturing! The key was the time afforded to work, think and develop inside the school week. I had at least one 1hr 15 period of study time each day. Sometimes more. My step-daughter gets nothing, it’s wall to wall teaching.. Yet, apparently this amount of teaching time isn’t enough, she still has to work so much ‘extra’ time in the evenings and holidays.

 

I’d be delighted to hear from Angela Constance and Iain Gray about pupils being overworked in order to pass National Exams. I’d also be interested to hear of anyone else’s experiences. Please tweet me @robertd1981 or e-mail me at robertdrummond@gmail.com if you wish to contact me, but not leave a public comment.

 

This isn’t progress. This isn’t creating an education system better than the oft-mocked English system I described earlier. This isn’t good enough.

 

Considering the effects of emerging ecosystems on the “Connected Mind.”⤴

from @ Adobe Education Leaders

“Today, after more than a century of electric technology, we have extended our central nervous system itself in a global embrace, abolishing both space and time as far as our planet is concerned. Rapidly, we approach the final phase of the extensions of man – the technological simulation of consciousness, when the creative process of knowing will be collectively and corporately extended to the whole of human society…”

Marshall McLuhan
Excerpt from Understanding Media, The Extensions of Man, Part I.

Originally published in 1964

 

Putting multivalent minds to the task of building the sort of “productive future” alluded to by Howard Gardner should be easy given that we live in an era where our technology radically connects (many of) us to one-another in ways that transcend our traditional constraints of space-time and gives rise to new paradigms of language and discourse that re-define our notions of class, culture and the self, to name but a few.

The inter-web of all things, as Marshall McLuhan presaged in the opening quotation almost half a century ago, has endowed us with one might consider as a shared intelligence that is transforming our paradigms of knowledge and value in ways that may not be entirely obvious to us at this point and, despite our best intentions and designs, these media will shape human discourse according to their own innate potentials and in ways that will bare unintended consequences both good and bad.

The inter-web is a highly complex ecosystem of technologies and protocols that form what we now call the “cloud”—an adjective that adequately expresses the conceptual fog that envelops most of us as we contemplate how we might negotiate its complexity and harness its power in meaningful, ethical and effective ways—ways that eschew sentimentality and longing for more certain and halcyon days in favour of addressing the very real and messy challenges that lie ahead of us.

We are exhorted by Gardener and his adherents to cultivate multi-faceted states of consciousness and to synthesize the data gleaned, gathered, weighed—the insights sparked and given wings and purpose—all against a technological backdrop that is characteristic of an ecosystem in Darwinian overdrive. This backdrop imparts a duality to the economy of transformation that can variously enhance and accelerate it or simply confound it.

The question that is front of mind for me is: “Is it possible to move from merely coping with the challenges that face us to thriving in the turbulence that abounds in their wake? Thriving will depend on whether we can wrestle this seemingly intractable and chimeric landscape and re-shape it on a human scale with human values, language and metaphors at its core. In this way we will be able to comprehend and share in the abundance of opportunities that abound in the hyper-connected globe. Let us then explore some of these challenges by sharing candid reflections on how the connected minds of ourselves and our students are being facilitated or obfuscated in this emerging landscape.

Questions to Consider:

1.         If we assume that, for the foresee-able future, technology will play an increasingly important role in education, what do potential (Good and Bad) do you envision for transforming the current learning ecosystem?

 

2.         What spaces, organizational structures or opportunities exist for the “connected mind” to synthesize and share insights and information from the other domains of the mind?

How are technologies enhancing or inhibiting this synthesis and sharing?

 

3.         How important are student faculty narratives to the process of synthesizing and sharing of information and insights gained from the various domains? Are you actively exploring modes of digital storytelling with the student as an active producer of content knowledge? If so, what form does your storytelling take?

 

4.         Are you exploring Digital Citizenship, Connecting, Collaborating and Building Personal Brand value through active participation in communities of practice? How are you accomplishing this?

 

5.         Are you directly engaging your students with complex, global social ecosystems as part of their learning experience? If so, what is it comprised of and what protocols/ use case scenarios do you find most effective?

 

6.         How do you curate the artefacts (numeric, textual, audio, video, image, reflections, impressions) of exploration from the different domains and how do you articulate/visualize the constituent parts and how they inter-relate with one another?

 

7.         Given students are potentially a Go0gle String from an answer, how do you see and convey the value proposition that you, the educator, represents? How do you position yourself as a conduit of know-how against a multitude of 24/7 ON DEMAND channels of know-how that feature Fast Forward and Rewind?

 

Recommended Texts:

Understanding Media: The Extensions of Man

By Marshall McLuhan

 

Smart World: Breakthrough Creativity And the New Science of Ideas

By Richard Ogle

 

The Mind in the Cave: Consciousness and the Origins of Art

By J. David Lewis-Williams

Aims of my leadership project.⤴

from @ Robert DrummondRobert Drummond »

I am using this blog as part of my PLP for the West Lothian Leadership project. I thought I had placed my project ideas on here at the start of the course…I hadn’t, so this post corrects that now! Give an indication of a possible leadership project which you are interested in taking forward if […]

A tale of two Bills⤴

from @ Mimanifesto - Jaye's weblog

One Bill who clearly doesn’t ‘get it’ to another Bill who clearly now does…

The first is of course Bill Maxwell, head of Education Scotland still limping along despite having been holed below the waterline by a group of his staff (despite the warnings they were offered well over a year ago) over the Glow migration project. The second is Bill Gates who has just been interviewed setting out his viewpoint on the future of education technology and classroom practice. Whilst bemoaning the slow rate at which teachers are adopting the use of technology, he talks up the value of communication and informal learning.

This is something I’ve written about myself on several occasions here and in
other places

I think we are now past the era of content consumption. The cry we hear of ‘Content is King’ is surely now redundant? Loading up tablet devices with electronic versions of textbooks (interactive though the best ones may be) is simply not enough anymore. To use these powerful computers as electronic book readers is to subjugate the connective power of the internet. Real learning takes place through the communication and subsequent collaboration which happens when people become connected and confident internet users. Paulo Freire talks about this connectivity driving learning through communication and dialogue in his seminal work, Pedagogy of the Oppressed His dissection of twentieth century pedagogies as merely ‘banking’ (where learners are simply empty vessels waiting to be filled) leads readers to a new learning paradigm of learners being ‘co-creators’ of knowledge. The *content* follows the collaboration, rather than being the starting point. Indeed, this communication actually becomes the new content, as networks develop and increase creating a digital trail of dialogue and interaction, curated and digitally bookmarked by many different users.

John Connell, writing in a recent blog post on education and schooling alludes to education being a ‘battleground of ideas’  and  ’falling into the spheres of philosophy, belief and prejudice’. He quotes Illich in support of a necessary discourse element. The ‘banking’ so derided by Freire surely has seen its age come and gone, whatever your educational credo.

And so back to our two Bills. One of them is actually starting to get it…. He recognises past mistakes and accepts a large measure of responsibility for them, whilst looking ahead to a future which is user-centric and heutagogicaly oriented, recognising learners as full partners whose role is to co-create through communication rather than accepting dysfunctional outdated content driven delivery and brushing over past mistakes and lack of accountability.

 


Filed under: capacity-building, change, Equality, future of education, GLOW, GlowPlus, ICT, politics Tagged: Bill Gates, Bill Maxwell, disruptive technologies, Education, GLOW, heutagogy, ICTEx, Paulo Freire, pedagogy, Philosophy, Technology

3.2.4 and all that.⤴

from

In this post, I will share the course notes from session 1, discuss my coaching session 1 and my second piece of homework.

Here are the notes from session 1 of the course.

Having had my first coaching meeting as part of my middle leadership course, I identified my target from the middle leadership standards and practices.

The area I decided to focus on was 3.2.4 which says:

Middle leaders evaluate the impact of professional learning on teachers‟ practice and understanding, in relation to outcomes for learners

 work with the team to critically reflect on individual and collective professional learning;
 plan and evaluate professional learning provision directly on its intended impact on learning, within their areas of responsibility.

 

What I took this to mean for my project area of developing digital leaders throughout the school was getting people across the school to ‘buy into’ the digital leaders more. i.e the ‘Professional Learning’ is the digital leaders project, which I learned of from Naace Conference 2012, and I would use this to reflect with other staff members on how learning and teaching could be developed using Digital Leaders.

I decided that this should be the area I focused on, for a couple of reasons. Firstly, I have become used to working with ‘the convinced’. Teachers at Teachmeet events, teachers on twitter etc. Working with a group who were already believers in the power of digital leadership wasn’t really moving beyond my comfort zone.

Secondly for the digital leaders project to move towards maximum impact in school, I felt I had to share the potential of digital leaders throughout the school.  Involving other staff, pupil support workers, parents and other children along the way would make the digital leaders a key asset to our learning environment in school, not just something Mr Drummond does.

 

Having identified my area to work on, my coach and I discussed a plan of action.  With my coach’s help I decided the next steps were:

To read articles about developing teams and getting people to buy into a leader’s vision.

Select a group of staff at school whom digital leaders can work with.

Audit the group of staff to see how they currently view the digital leaders and how they feel the Digital Leaders could support them.

Have a clear vision to present to this first group of staff at school.

Share the vision, linking to the staff’s views from the audit (and beyond…) with the staff.

Make sure the digital leaders understand their responsibilities when working with other staff and children around school.

Allow time for the magic to happen.

Audit staff and digital leaders to see if their work is becoming embedded across all school areas.

 

NB Where I use the word staff in the above statements, I mean teaching staff and pupil support workers.

Many thanks to my coach for her time. I’m off to do some reading.

By The Pioneer Woman, Ree Drummond

 

 

 

 

 

What is leadership without management?⤴

from

This post forms part of my learning journal for the West Lothian Leadership Programme.

 

To begin to answer this perhaps it is first necessary to think about and try to define leadership and management.

My initial feelings would be that leadership is the Jed Bartlet, Nasser Hussain figure. The person who has vision, inspires people to follow that vision, ensures that the people they have working for them share that vision and work towards it.

Management often feels less positive to me. If something needs managing that for me has a connotation of a problem which needs to held in abeyance almost. It is the person who maybe stifles some of the vision of the leader in the cause of ‘a higher figure’. I’m thinking Tim Lamb trying to manage the Zimbabwe situation with Nasser Hussain in the 2003 world cup – not something conducive to progression .

 

As you can see I’m not exactly starting off with equally positive views of leadership and management.

 

My next part of the task was to read up on leadership and management. In these days of the internet information is but a click away, however finding information you trust and respect is not so easy. For my reading I chose an article from The Guardian, which then linked through to the Harvard Business Review and a blog post on Lifehacker.

John Kotter, a professor at Harvard Business School feels that

“Management is a set of processes that keep an organisation functioning. They make it work today – they make it hit this quarter’s numbers. The processes are about planning, budgeting, staffing, clarifying jobs, measuring performance, and problem-solving when results did not go to plan.”

Clearly that is a more positive definition than mine, and reading it made me realise that management is necessary to get the jobs done, otherwise the vision of the leader will not be realised.

Johnathan Gosling, from the University of Exeter gives an example of a management technique,

“Target setting is a management technique used to focus attention on certain activities. A hospital, for example, might set targets around waiting times.”

For this exercise to work, someone within the hospital must show leadership by emphasising the importance of the activity.

“In this example, the wider purpose is helping patients to lead better lives. A leader needs to inspire employees by showing how meeting a target can contribute towards this aim. They also need to think of new ways of reaching that target.”

Again, that challenges my ideas around management. In this example management leads directly to the positive outcome which the leader wants (i.e. less waiting time in hopsitals). Gosling says that someone needs to show the leadership by emphasising the importance of the target setting. Does that suggests that the leadership did not create the target setting activity? i.e. they have to show someone else’s visions?

I also read what Kotter has to say about leadership.

It (leadership) is associated with taking an organization into the future, finding opportunities that are coming at it faster and faster and successfully exploiting those opportunities. Leadership is about vision, about people buying in, about empowerment and, most of all, about producing useful change. Leadership is not about attributes, it’s about behavior. And in an ever-faster-moving world, leadership is increasingly needed from more and more people, no matter where they are in a hierarchy. The notion that a few extraordinary people at the top can provide all the leadership needed today is ridiculous, and it’s a recipe for failure.

I think that is something which sits easily with my initial feelings around leadership. Bartlet and Hussain were people who changed things (ok one was fictional!!) for the better. My view of the captains who succeeded Hussain is that they were not the quality of leader Hussain was, although they were more successful.

Kotter talks about leadership from any place in the hierarchy, it would be interesting to go back in time and look at the role successful leaders played prior to them gaining the higher space in the hierarchy, and also how any leadership they showed was treated by their actual leaders and managers.

The question asks what is leadership without manage. It seems to me that management should be the mechanisms, which ensure delivery of the vision of the leader. In turn, the leader needs to share the vision, enthuse and inspire with the vision.

Therefore, I think leadership without management is a vision, a passion, a pathway, but with no means of delivering it – people may agree completely with it but without management (even self-management). The vision will remain unfulfilled as the actual changes required will never take place.

 

Sources:

http://careers.theguardian.com/difference-between-leadership-management

http://blogs.hbr.org/2013/01/management-is-still-not-leadership/

http://lifehacker.com/search?q=leadership

http://lifehacker.com/search?q=management