Diary of book production

FULL COVER TransformationalProf Learning

full book cover design

This post is the sequel to my earlier post ‘Diary of writing a book to manuscript completion’, in which I outline the timeline and steps between conceiving of the book, proposing it, writing and editing it. In this post, I illuminate the timeline post submission of the manuscript.

April: On the 1st of April I submit my manuscript to the publisher. After a few weeks the book officially enters ‘production’.

June: I receive the copy edited files and respond to queries. I receive the first proofs of the book and correct them. The copy editor has made some changes that need to be changed back. I pick up a few minor errors I have missed thus far.

July: I receive and check the index. The book cover is released. Booksellers start offering deals on the book.

August: I get word that the final proofed files have been sent to the publisher. The date of release for the book changes online from September to August.

Book launch day arrives! I receive two author copies of the paperback. I’m on my way to the airport so I put a copy in my handbag to look at in transit. I promise myself that I will celebrate later.

A pile of books arrives at the National Coaching in Education Conference, at which I am a keynote speaker. They sell out quickly. I do my first ever book signings.

September: Readers begin to receive their copies and share their first impressions with me. I receive a copy of the hardcover book.

It was interesting to note that the England-printed book and Australia-printed book are slightly different in terms of cover and paper. The English cover has a more muted, thicker, matt cover, and the Australian cover is lighter weight, deeper in colour, and gloss finish.

One thing I am finding puzzling is the online pricing of the book. The publisher has the price of AUD$39.99, and when the book was first released some booksellers had the book on special at $35. Now, however, those same booksellers have now upped the price of the paperback to $55 and $75! The publisher still has the book at the correct original price and as booksellers get the price direct from the publisher, I don’t understand the inconsistency.

Anyhow, there are the steps between submitting the manuscript and receiving the printed book. Good luck to anyone going through their first book writing and production process.

A book doesn’t live and breathe until it has readers, and the best part of this process so far is hearing and reading responses from those all over the world with whom the book is resonating.




Keynote: Key coaching concepts from the perspective of a pracademic

Yesterday I presented a keynote to the National Coaching in Education Conference in Sydney.

My presentation explored key concepts that, in my experience, underpin the use of coaching in schools. I drew together insights from my reading, research, practical and personal experience of coaching in schools, with a particular focus on the organisational conditions necessary for coaching, and the effects of coaching on individuals and schools. I interrogated the complex interlocking elements that schools need to balance when working to build a coaching culture, including contexttrust, rapportway of being, differentiation, holonomy and semantic space.

Here is my slide deck.

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Leading the use of research in schools


source: pixabay.com @skeeze

I recently had the pleasure of speaking with Dan Haesler on his podcast Habits of Leadership. You can listen to the 30 minute episode here.

We talked about using research in schools and about the importance of considering our own biases, limitations, assumptions and blind spots. We discussed how we might go about questioning these and being open to changing our minds.

We talked about teachers being extremely busy with their daily work. Teachers cannot be required to do the additional work of reading peer-reviewed scientific papers or sourcing expensive academic books. Some of us choose to do this, but it certainly should not be the expectation. Schools need to think of smart and accessible ways to engage teachers in research. I shared some of the initiatives at my school, such as my termly research report, our leadership forum, encouraging staff professional reading and our research-informed professional learning groups.

We talked about data, which is ubiquitous in schools. All data can tell us something, just like all research can tell us some things and not others. High stakes testing data is one data point worth reflecting on, but it is only one indicator. Teachers need time to collaborate meaningfully around a range of data if ‘data’ is to make a difference to teaching and learning. We talked about the importance of middle leaders and teacher leaders in this work of leading and improving teaching.

Even those types of evidence considered top tier ‘best evidence’ (randomised control trials systematic reviews and quasi-experimental studies) can only show schools what has worked (somewhere, for someone), not what works or what might work. Context remains queen. As I have written on the CEM (Centre for Evaluation and Monitoring) blog, schools need to ask questions of evidence such as: Where did the studied intervention work? For whom? Under what conditions? How many participants were in the study? From what school contexts? How were data generated? What were the ethical considerations and how were these dealt with?

We talked about leadership, including ways of leading that privilege the development of the group, rather than the celebration of the individual. In my view, when leading strategy or change in schools, we need to start with what we value (purpose and values), who we are (mission and identity) and where we want to be (strategic direction). Then we can consider how the best available evidence can help us make the best decisions for our context and community.

The artefacts of a school—such as policies and procedures—should align with the school’s purpose and beliefs. The norms of behaviour—‘how we do things around here’—should follow. It’s no good if the Senior Leadership Team is banging one drum and walking in one direction, if no-one is with them!

Leadership isn’t about a privileged few positional roles at the apex of an organisation. It is about a nourishing ecosystem of leading and learning. In The Fifth Discipline, Peter Senge writes that “the bad leader is he who the people despise; the good leader is he who the people praise” but that “the great leader is he who the people say, ‘We did it ourselves.’” For me this reflects that leadership is at its core about:

  • believing in and building the capacity of those in our schools;
  • building cultures of trust where staff are simultaneously supported and challenged;
  • resourcing and supporting meaningful, productive (sometimes uncomfortable) collaboration; and
  • developing consistent, systematic, ethical protocols for evidence use and decision making.

Book cover design for ‘Transformational Professional Learning’

Netolicky BOOK COVER

My book Transformational Professional Learning: Making a Difference in Schools has a cover design!

For me, the image on the cover speaks to transformation, collaboration, the interaction between the individual and the organisation, the fluidity of identities, the complexity of learning, the non-linearity of growth, and the humanity of education.

It is available for pre-order from the hyperlink above (due for release on 20 September), where you can also read the table of contents and the book’s first reviews.

It is also available for pre-order–in paperback, hard back and eBook versions–from other online booksellers like bookdepository and Amazon.

My editor and I have worked with the publisher to reduce the price of the book from AUD$60 to the more teacher friendly AUD$39.99 (already reduced further by some sites), although some sellers don’t yet have the updated price.

Education is not broken. Teachers do not need fixing.

abandoned chairs

source: @MichaelGaida on pixabay

This week, New South Wales MP Mark Latham, of the Australian One Nation party, discussed the One Nation NSW education policy. The policy uses language like “embarrassing” to describe Australia’s performance on PISA testing, as well as constructing teachers as “substandard” and “underperforming”, arguing that many should be reported and “removed”. It states that “what gets measures [sic] gets done”. It advocates for introducing performance-based pay for teachers, based on measuring teacher performance; “for example, testing a class at the beginning and end of the year and assessing the improvement (or regression) in results over the 10-month period.” Of course, measuring so-called teacher effectiveness is notoriously unreliable and a teacher’s influence on the students in their care is multifaceted. Check out the Twitter hashtag #OurWorkCannotBeMeasured through which teachers describe student progress or teacher work that cannot be quantified through an oversimplified performance measure.

On Thursday, as a result of an article I wrote for The Conversation back in 2016 on performance pay for teachers, I was invited to comment on ABC New South Wales radio about Mr Latham’s proposal. The interview is online here, at about the 2 hour and 7 minute mark. I explained during the interview that performance pay for teachers has no evidence for improving student achievement. Rather, merit-based pay is damaging. It creates toxic cultures of fear, isolation and competition. It leads to reduced collegiality and collaboration, less innovation, exacerbated wellbeing issues and the dehumanisation of teachers and students to data points.

During the interview I was asked, “What will fix all these problems we have in our education system?” My response was that “while there are issues, part of the problem is this notion that the education system needs fixing, that the system is broken, that schools and teachers are failing and we need to fix them. We have excellent teachers doing incredible work in our schools. Part of what is going to help the system is trusting teachers to do their jobs and providing trust, support, resourcing and time, instead of punishments, rewards and accusations.”

The experience of this brief radio interview—squeezed into the school day in between lessons and meetings in the last week of Term 2—led me to reflect on themes in my upcoming book. Titled Transformational professional learning: Making a difference in schools, it includes chapters on collaboration, mentoring, coaching, self-directed learning, professional standards and leadership for professional learning.

When people ask me what my book is about I say, “professional learning for teachers and school leaders” (usually followed by a tongue-in-cheek “it’s a real page-turner”). It is about that, but it is also about significantly more.

My book is about trusting and supporting the profession through meaningful opportunities to grow. It is about why, how and on what education stakeholders can best spend time, money and resources, for positive outcomes. It is about treating those working in schools as professionals who are experts in their work but who can always improve, not because they are deficient, but because their work is complex and entangled with identities, relationships, society and humanity. It is about policy that takes the long view rather than aiming for quick wins, and about leadership that empowers rather than inspects or punishes.

It is about nurturing collaboration and collegiality, over surveillance and isolation. It is about those things that systems and organisations can do to develop the capacity of those within the system. It is about how to build productive organisational cultures that simultaneously value, honour and sustain each individual and the group as a whole. It is about meaningfully considering workload and wellbeing, so that teachers and school leaders can best serve their students and communities without sacrificing themselves, burning out or taking shortcuts to stay afloat. These themes are relevant to other organisations and systems, too, not just to education.

When I reflect on my upcoming book, one of its central messages is this:

Education is not broken. Teachers do not need fixing. There is outstanding work going on every day in schools around Australia and the world. We should focus on trusting and empowering the teaching profession.

Sharing research in schools through a Research Report

‘The research says’ is often an empty statement used as a basis for an argument for a particular education reform, approach or product. I encourage teachers to ask: What research? Whose interests are served by this claim? Where did the studied intervention work? For whom? Under what conditions? How many participants were in the study? From what school contexts? How were data generated? What were the ethical considerations and how were these dealt with? How relevant is this to our context?

Dylan Wiliam has recently noted in a TES article that:

“classrooms are just too complicated for research ever to tell teachers what to do. Teachers need to know about research, to be sure, so that they can make smarter decisions about where to invest their time, but teachers, and school leaders need to become critical consumers of research – using research evidence where it is available and relevant, but also recognising that there are many things teachers need to make decisions about where there is no research evidence, and also realising that sometimes the research that is available may not be applicable in a particular context…. Evidence is important, of course, but what is more important is that we need to build teacher expertise and professionalism so that teachers can make better judgments about when, and how, to use research.”

I agree that teachers and school leaders need to become critical consumers of research. A number of us additionally participate in research degrees. While research can inform our decision making in classrooms and schools, the teaching profession is a profession of experts, who should be trusted to serve their students and respected for their expertise. Teachers can and should engage with research.

There are a number of ways via which schools can engage in research. I have written on this blog and in my upcoming book about what I call the ‘Research Report’ at my school. I introduced this Report in 2017 as one approach to developing a research culture in a school. It is a document that I regularly publish to the whole staff. This involves everyone—including administration and operations—in our core purpose of education. It illuminates current debates, incites corridor discussion about teaching, and provides bite-size, user-friendly resources for busy teachers and school leaders. I love getting bailed up by a member of the administration team, finance department, executive or teaching staff for a discussion about one of the references from the Report.

The Report is not a place for only long reads or complex academic papers, although these are included when relevant. Often, the research I share is easily accessible via links, and sometimes via podcasts and videos. The report is not a panacea or an echo chamber; I include controversial and sometimes conflicting resources to spark thinking and encourage dialogue.

My Research Report is one small attempt–among a suite of protocols, practices and collaborative structures–to engage staff with research findings, and with systematic and scientific ways of thinking. It is a cogitation and conversation starter, intended to develop a rich and robust professional culture.

While I began in 2017 with two reports per term, I found that this was too much for staff, so now each term I populate one Report that includes three Report sections with around three resources each. Foci are based around strategic priorities and/or current issues. For instance, to align with NAIDOC week, this term’s report included a section on intercultural understanding. I use PowerPoint to collate these together and publish ‘teaser’ quotes for each resource.

I have had some people ask me what these Research Reports look like, so below I have included an example slide deck with snippets of previous Reports. Let me know if it’s of use, or if your school does something similar.

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How to study (for English)

This post explores studying for exams, and the recent approach that I took with my classes to develop their knowledge and skills in studying.

Before the recent Semester 1 examination period, I talked through exam revision with my Year 11 Literature and Year 12 English classes. I pointed out that artfully arranging their notes around them, or reading over or highlighting material, doesn’t work to ensure that they are able to retrieve knowledge on the day of the exam, or to hone the skills needed for the exam. I explained and explicitly taught research-based study strategies such as spaced practice, interleaving practice, retrieval practice and dual coding.

I shared links to study skills resources with students, including the following.

  • Carl Hendrick’s excellent introductory blog post on study skills. He points out that “retrieval practice, spacing and interleaving are some of the most productive ways of revising material but how many students are familiar with this? I think there is often a tendency to focus too much on what teachers are doing and less on what students are doing.”
  • Megan Sumeracki’s post on dual coding. She says, “dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organisers. When you have the same information in two formats – words and visuals – it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study.”
  • Oliver Caviglioli’s video on dual coding.
  • Joe Kirby’s post on knowledge organisers. He notes that “knowledge organisers are brilliant for revision. In the past, I hugely underestimated the sheer volume of retrieval practice required for pupils to master all their subject knowledge in long-term memory. Specifying the exact knowledge is just a starting point. Sequencing it, explaining it, checking it, quizzing on it, practicing combining it, testing it, and revising it for years are vital if pupils are to remember it for years to come.”

Spending time during our revision week on explicitly teaching and supporting students in their use of study skills resulted in: clear study plans over a period of time (not cramming!), clear individual goals and actions to prepare for the exam, and increasingly productive use of students’ study time.

A flurry of palm cards appeared in class as students embraced retro technologies for revision notes. Some students commented that their normal study habits have been unsuccessful. A number reflected that they were previously often unable to recall content in an exam, and that maybe it was ineffective studying (and the performance or appearance of studying without actually doing the mental work) that was the reason.

Many students felt empowered that they now knew what to do. Previously they had the will, but perhaps not the strategy or skill to make their time spent studying productive. I encouraged them to spend time doing things that were most likely to make a difference.

Students weren’t all working on the same thing, but each was able to articulate to me what they were doing to prepare for the exam, and why. Each realised the importance of memorised knowledge, something they often neglect when preparing for an English exam (“It’s fine! I’ll just go in and write words about stuff.”). They tell me these lessons on studying also influenced their preparation for other exams.

Below I share some example slides from my revision lessons, to give an idea of the kinds of things I covered.

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