teaching

It’s all about next year

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One of the strange things about teaching in a school, and maybe especially about being involved in some leadership, is just how much of your time is spent planning for next year, even from halfway through the current year.

I’d say that about a third of my time in the last term has been about 2018: the information evenings, the student choices, the staffing, the timetable construction, the technology planning and the move into transition, which means for us that 2018 classes actually begin in the last fortnight of 2017.

While it’s all important, most of this kind of planning is pretty dry, and pretty uninspiring.

Not today though, when I started looking a bit more closely at teaching texts for 2018 in Literature. Getting those books together on the table was exciting. There, in Shakespeare, Conrad, Winterson and others, is the basis for a year of teaching ahead. Just add students!

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Teaching 21C, and no teachers in sight

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Is it okay to attend an all day conference called Teaching 21C: the big issues facing the profession today and not, in the whole day, hear from a practising teacher?

I understand that you don’t come to a conference to hear only from teachers . You can get that around the photocopier or at the water cooler and there has been the growth of more hand-on options like TeachMeets where practitioners can share practice, not to mention the networks you can develop in platforms like Twitter. You go to hear from experts, and learn.

But I did feel, at the end of a long day that felt at times a brow-beating (if not belittling) of the teachers who constituted most of the audience, that it wouldn’t have been hard to include some teachers who might be able to contribute to the discussion, if only to respond to some of the provocations.

Don’t get me wrong; there were some good moments, particularly the session on evidence-based practice that seemed firmly grounded in, and linked to, how real schools work. Suzie Riddell (SVA) took us through a toolkit for schools called Evidence of Learning, which seeks to help schools make good choices about what kinds of change you might choose to implement in terms of $$ costs, evidence for a positive effect on learning, including links to more reading and the scale of that effect; a bit like Hattie’s work put to good use.

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Earlier, Jan Owen took us through the FYA report on ‘The New Work Order’, emphasising the forces of automation, globalisation and flexibility that are disrupting work opportunities, especially for young people. You can download the whole report HERE (PDF)

But they were the highlights.

It wasn’t great to hear Teach for Australia rep. Melodie Potts Rosevear telling us how she was looking forward to the present generation of teachers to retire. (Spoiler alert: I wasn’t a fan of Teach for Australia before and I’ve blogged about that HERE and HERE; I just don’t think parachuting fast-tracked graduates into teaching and leadership, no matter how smart, does anything more than diminish the profession. Lawyers for Australia? I’d like to see that.)

Geoff Masters (ACER) was one of the keynotes and one of the most disappointing. He showed a series of un-labelled slides, designed to highlight falling standards in Australian learning outcomes (PISA, naturally). In some of the slides (shown below) high results were good, others when they were bad. It was hard to follow; they had no titles, there were no scales.

Masters talked about ‘Five Challenges’ facing Australian education: declining standards, growing disparities between schools, students falling year level expectations, students starting school at risk of being locked into long-term low achievement and (irony alert) teaching is becoming less attractive as a career option for able school leavers. Masters didn’t take questions.

And not a teacher got to speak.

It was all summed up in final plenary panel of grey-haired white men, a dynamic that even they felt a little embarrassed by.

First term in a new school

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Above: Buddy Day at ACMI. Photo: Warrick

It’s hard to believe that I’m about to finish term 1 in my new school, and I haven’t blogged about it yet.

Perhaps it’s still too new, and certainly too busy, to reflect properly on the excitement, the challenges and the possibilities of a new place.

In terms of teaching; I’m teaching Year 9 for the first time in a long time, and no Year 12. The conversations are very different but I’ve enjoyed the shift in lots of ways, and have always thought that you can make a big difference in a Middle School classroom.

In terms of technology, it’s a mixed place. There are IWBs that no-one uses much, Windows laptops for staff, a BYOD program 10-12 and an iPad program 7-9.

So, I’m teaching with iPads for the first time, supplemented by Jacaranda+ texts and some good old paper. I’ve been using OneNote in my own teaching (of course) but am itching to get Office 365 going in the school, and to get OneNote notebooks up and running.

I’ll reserve the iPads for a separate post sometime. They work well: reliable, great battery, portable, app-friendly. The students like them, and don’t mind typing on them (I bought a Brydge keyboard for mine as I don’t like typing on the screen) Of course, the problem remains switching between writing and reading so the need for paper as well, which I don’t like. I bring my heavy Windows HP notebook to most classes, mainly because I can’t plug an iPad into the IWB and the Apple TV solution hasn’t worked well. There’s room for some improvement there.

Otherwise, everything is new. It’s a smaller school so you’re across multiple roles more, some of which are pretty new to me. Being in a new school reminds you how students must feel going into new classrooms with new teachers every year. It’s been refreshing, but I hope to be able to blog more regularly from now on.

Below: Getting started, note Brydge iPad keyboard. Photo: Warrick

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New morning, new directions

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I’m excited to be moving into a new school, and new areas of responsibility this year. After eleven very fulfilling and rewarding years at my previous school as Director of Learning and Curriculum my new role is Deputy Principal (Secondary) in a very different school and context. There’ll be lots to learn, and and lots of changes.

One constant I’m grateful for, is that I’ll continue to be teaching a class. I’ll have a Year 9 English class this year and am looking forward to working with Middle School students again. I’m sure I’m going to miss some of the interactions and conversations I’ve had with my Literature students in recent times. Working with able, motivated, articulate students on texts I’ve loved like Mrs Dalloway, Antony and Cleopatra, and Adrienne Rich last year, has been a real privilege I’ll cherish forever.

But, having the opportunity to work with students who are at that critical time in their lives, grappling with who they are, who they want to be, and what their place is to be in the world, is exciting. And, having the opportunity to try to ‘light that fire’ in students about English is something I’ve always liked about working with students in Years 9 and 10.

Another thing that wont change is that I’ll be intensely interested in the education technology, and how that supports the learning journey. My new school is a mixed environment, an Outlook teaching platform, with OneDrive for students and iPads as well. In the senior years there’s a BYOD program. It’s a hybrid kind of approach that I think will be interesting to work in, after a long time working with the (increasingly improving) MS Office, Exchange, and Windows notebook approach. I’ve really liked the change in direction Microsoft has taken in recent years, opening up the tools in multiple platforms and, of course, the continuing development of OneNote with the shared notebooks for teachers and students: still be the best learning tool I’ve seen. One tool I’ve never really worked with is the Chromebooks, even though I’ve been a gmail user, and Google Drive user personally for a long time. I also like their new approach to Photos. I want to keep my eye on how that educational technology is developing as I take on the new role and new tools for 2016.

I’m certainly looking forward to it, and will continue to post here periodically about the successes, failures, challenges and achievements of it all. For all those teachers starting to set up for the year ahead, I hope it’s a great one for you and your students.

Goodbye to all that …

IMG_9966I’ve probably written somewhere else in this blog about how I find the gradual spiralling at the end of the school year from busy purpose to a kind of dissolving nothingness, a bit dis-spiriting. I often find it feels bitter-sweet to farewell a class you’ve taught with purpose and energy as they (naturally) go their own ways, especially maybe with Year 12s as they leave the school as well.

So, this article by Secret Teacher in The Guardian, struck a chord with me. It was interesting that a young primary teacher feels a bit the same. I don’t think it’s ‘love’ exactly, but it is something felt; partly at the work and energy and effort you’ve got into getting something running well, to see it wound up and undone. But, also of course, the individuals you’ve worked with, discussed with, wrangled with, who’ve become part of your life. Until next year.

[Photo: Warrick]

Thinking about community

The last staff day for the year. Farewell. Speeches. Long standing staff members with nearly one hundred and fifty years of teaching between them, leaving and taking all that experience with them, before we all went out to lunch together.

They all gave funny or moving retirement speeches, talked about teachers they’d worked with and the students they’d taught, often about getting the job and always about the teams they’d been involved in and the people that had made a difference. The retiring swimming teacher gave a dignified speech, the EAL teacher talked about what she’d learned from her students and the time-tabler read out her old reports from Year 9, to everyone’s amusement.

The Head of Music, who gets everyone to sing every year, introduced us to a new carol, “In the Bleak Midwinter”, a bleak and beautiful song that his father used to sing for him and we all sang it as well as we could, then “Joy to the World”, which we all knew better. There was a tangible sense of community.

I thought of my wife, who works in business, mostly by herself or at bi-annual conferences where they all get together and where the bottom line is everything and where respect and loyalty don’t count for much, and was sorry that she didn’t share in this.

Not all business is like that I know, but there’s something in good schools that is inherently different from that; that creates an sustains community and that makes a big difference for the students and teachers who work there.

Best wishes to everyone for the holiday season.

Below: the carol we tried to learn; sounding a bit better than we managed!

Last days

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That time of year thou mayst in me behold …

Hard to believe it is that time of year as my senior class is coming up to their final few lessons, the last week of timetabled classes before the ‘swot-vac’ and (varying) degrees of intensive study.

Every year I try to improve what I do as a teacher with these students, each year I probably get more critical of myself about what I should have done, said, intervened or fed back at stages during the year, and what difference that might or might not have made.

I’m not doing a post-mortem yet. I’ve put in place a series of consultation times, some intensive sessions on key texts, some lunchtime ‘lit talks’ combined with the other class and some online revision sessions using Adobe Connect. There’s plenty of learning yet, but when you do complete that last timetabled class, which happens this week, no matter how much revision you’ve got organised, you do feel a door closes. You work hard as a teacher to establish a positive learning culture, to work with the personalties of the students to get something bigger and more powerful than themselves. And then, it’s done. Happens every year, about this time.

Photo: Blossom, by Warrick