‘What would it take for you to embrace change (and not brace for change)?’
How you view change will influence how it occurs and how others experience it in your school.
We’ve got a choice about whether we see the current education environment as an opportunity or a threat.
We can choose our thinking and how we invest our energy. We can either resist and experience negative emotions and negative energy or we can embrace and channel our energy into doing the best we can for our staff and learners. Is it possible to see what is ahead as an ideal situation to apply your strengths of being solution focused, problem solving, innovative, creative, empathetic and empowering others to find the sweet spot of autonomy within structure.
Here are some reflective questions to unpack / consider:
Teacher Growth
In your school:
- Whose job is it to help teachers improve? (Name them)
- Do they explicitly know it’s their job?
- How do they do it?
- If you audited their time, what percentage would be spent on helping teachers to improve?
Classroom Release Time
What is the impact of your current CRT arrangements on teaching and learning?
How closely is the use of CRT aligned to your strategic focus?
How much academic learning time is lost in your school each CRT day?
How well are you using the strengths and passions of staff across your school?
How might you look at CRT differently, so that teachers get what they need and learners don’t miss out?
Change
How do you want your people to feel during this next phase of change? List.
What are you and your leadership team going to action to enable the feelings on your list to be possible?
What is the change model you use to guide the implementation of change?
How often do you waste time thinking and talking about things you cannot change?
How will you clear the way for this to be the priority?
As a leader your words matter.
All the best for the second half of term 3. We’re off on adventure!
Ngā mihi Carol and Nadia
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