NEW BOOK KLAXON: Future Alternatives for Educational Leadership

“The work of an educator has never been challenged the way it is today. Leadership in education during current political turmoil, economic uncertainty, and global health crisis may sound like a mission impossible. But wait, this future-focused volume comes to the rescue for educational leaders from classrooms to ministerial cabinets. It is a must-read for anyone hoping to understand what it is to be a leader in the post-pandemic world.”

Pasi Sahlberg – Professor of Education Policy, The University of New South Wales and author of Finnish Lessons 3.0: What Can the World Learn from Educational Change in Finland

I am beyond thrilled to announce the soon-to-be-released book Future Alternatives for Educational Leadership: Diversity, Inclusion, Equity and Democracy, an exciting edited collection of contributions by outstanding authors in the field of educational leadership.

As its title suggests, this book presents future alternatives in the educational leadership space. Its contributions consider the history of the field of educational leadership, what the reality of educational leadership is right now, and importantly, what is needed in educational leadership next.

This book offers provocations for what’s now and what’s next in educational leadership, simultaneously bringing the field both back to its basics—of equity, democracy, humanity, and education for all—and forward to productive, innovative, and necessary possibilities. Written during the pandemic reality of 2020, this collection shares the global voices and expertise of prominent and emerging leaders, scholars, and practitioners in education from the UK, USA, South America, Canada, Europe, Australia, and the Middle East. Authors engage with the complexities and uncertainties of leading in education. They examine research, reflections, and real stories from which school leaders, education system leaders, policymakers, and researchers in the field of educational leadership, can learn, and in which they will find honesty, authority, and inspiration to guide the future of the field. The new perspectives and hopeful alternatives presented in this outstanding book are essential to researchers, school leaders, policymakers, and are key to advancing education into positive and democratic futures.

I have edited this outstanding volume and am incredible grateful to the book’s contributors for their thought-provoking, important chapters, written during the tumult of 2020, often during rolling lockdowns, university and school closures and reopenings, remote teaching, educational upheaval, fast policy, anxiety, uncertainty, and crises.

Thank you to Beatriz Pont for writing the Foreword and to Professors Yong Zhao, Jane Wilkinson, Pasi Sahlberg and Ellie Drago-Severson for their endorsements of the book. Yong Zhao describes it as “a fantastic collection of brilliant voicesa much-needed hopeful volume“. Jane Wilkinson calls it a “timely and important book” providing “a rich and diverse set of insights into the past, present, and potential future of educational leadership“. Ellie Drago-Severson says it is “a treasure trove of insights and wisdom to help shift paradigms in educational leadership“. Pasi Sahlberg asserts that the book is a “future-focused volume” that “comes to the rescue for educational leaders from classrooms to ministerial cabinets” and “a must-read for anyone hoping to understand what it is to be a leader in the post-pandemic world.

I can’t wait until the book is published. In the meantime, check the link to the book (currently available for pre-order and on sale) and the Table of Contents below for more details.

Future Alternatives for Educational Leadership: Table of Contents

  • Foreword. Beatriz Pont
  • Introduction: What’s now and what’s next in educational leadership. Deborah M. Netolicky

Section I: Knowledge and Theory of Educational Leadership

1. Back to the future: Recuperating educational administration? Pat Thomson

2. Leading forward by salvaging for the future. Christine Grice

3. Wayfinding: Navigating complexity for sustainable school leadership. Deborah M. Netolicky and Claire Golledge

4. Leading in context: Lessons from Nuance. Michael Fullan

5. Distributed leadership and networking: Exploring the evidence base. Cecilia Azorín, Alma Harris, and Michelle Jones

Section 2: Diversity and Inclusion in Educational Leadership

6. Multilevel distributed leadership: From why to how. Asmaa Al-Fadala, Richard Paquin Morel, and James Spillane

7. “Deadly leadership” in the pursuit of Indigenous education excellence. Suraiya Hameed, Marnee Shay, and Jodie Miller

8. Leadership, identity, and intersectionality. Andy Hargreaves and Dennis Shirley

9. Women as leaders in education: What works and what must we improve? Vivienne Porritt

10. A tale of two leaders: Reflecting on senior co-leadership in higher education. Karen Edge

Section 3: Systems and Structures for Educational Leadership

11. Leading large-scale educational change in the 21st Century: Educational leadership pre-, during, and post-pandemic. Carol Campbell

12. Educational administration’s Paradises Lost: A flâneur/se stroll through the futures past. Eugenie A. Samier

13. Schools as ecosystems of leadership: Leading by all and for all. Liliana Mularczyk

14. Leading to liberate learning: Educational change meets social movements. Santiago Rincón-Gallardo

15. What could education leadership look like outside the system? Annie Kidder, Christine Corso, and Eloise Tan

  • Conclusion: Educational leadership for all. Deborah M. Netolicky

Staff wellbeing: Time and money

source: @nikkotations at unsplash.com

In 2019 I blogged about the increasing concerns about teacher and school leader wellbeing. I’ve lately been thinking a lot about wellbeing in education. It was brought into stark focus during the pandemic reality of 2020. I wrote in this journal 2020 article in the Journal of Professional Capital and Community that:

At this time more than ever, we must consider humans before outcomes, students before results and wellbeing before learning.

I discussed wellbeing in this 2020 contribution for the special edition e-book Education Disrupted, Education Reimagined: Responses from education’s frontline during the COVID-19 pandemic and beyond, published by the World Innovation Summit for Education, Salzburg Global Seminar and the Diplomatic Courier. In it, I stated the following.

We need to put safety, health, and wellbeing before formal education, curriculum, pedagogy, and especially assessment. Community, connectedness and relationships need to be at the forefront of education decisions and practices. This is a time to focus first on the humanity in education, from a position of seeking to understand and accommodate for the complex circumstances of those in our communities.

Wellbeing continues to become a hotter and hotter topic in education.

Wellbeing is noted as part of a ‘right driver’ in Michael Fullan’s new paper ‘The right drivers for whole system success’ in which he argues that wellbeing and learning are inextricably integrated into a foundation based on equity, knowledge, engagement and connection to the world. The Association of Independent Schools of NSW has just launched a 12-18 month program on navigating whole school wellbeing. This week the Gallop Inquiry released its findings around the complexity and workload intensification of teaching, and the need for teachers to have more time to plan, collaborate, and monitor student learning. Ask any teacher what they need more of and the answer will be: time!

Yesterday, a UK educator tweeted about the use of school funds to send care packages to staff while they are in lockdown and working from home. A long thread of replies ensued, with a range of responses from ‘school leadership do/should pay for gifts and wellbeing initiatives for staff out of their own pockets’ to ‘this is improper use of school funds’ and ‘staff wellbeing is more than buying treats’. Many tweeters invoked the Nolan Principles, suggesting that buying food or paying for things that might be considered wellbeing initiatives for staff constituted unethical or dishonest use of school funds, or that every dollar or pound spent in a school needs to have a direct impact on student outcomes.

In my view (although it is something most of us do or have done), teachers shouldn’t be expected to buy classroom materials out of their wages, nor should school leaders have to provide staff wellbeing initiatives out of their own salaries. Teaching is a caring profession, but the trope of the hero teacher who sacrifices their own needs, money and health for the good of their students is unhelpful. Educators need to give themselves permission to fit their own oxygen masks first, so that they can serve others. Schools should be able to consider ways in which they can take care of their staff, appropriate to their own budget and context. Looking after staff takes time and money. A school leader’s time spent checking in with a staff member; a thank you card; tea and coffee in the staff room; providing relief cover for a teacher’s lesson so they can collaborate with colleagues, attend a course or address a personal matter; a morning tea; the flu (or coronavirus!) vaccine; investing in professional learning. At what point does spending money on staff and on developing the wider culture of a school, become controversial?

Wellbeing is one of the pillars of my school’s new strategic plan, so we are having robust discussions about how to support the wellbeing of all in our community, and about what being well really means. Our discussions are about culture, feel, belonging, workload, teamness, a sense of purpose and togetherness. Wellbeing and learning are the foundation of my school’s framework for our K-12 learners to explicitly engage with those attributes found to be those of people who continue to learn and engage in meaningful work throughout their lives.

Wellbeing (as well as learning and teaching) is at the heart of our new staff development suite, which is based in Martin Seligman’s PERMA framework, as a way to support staff’s (P) positive emotions, (E) engagement in valuable work, (R) rewarding relationships, (M) meaning in their work, and (A) achievement and feeling of accomplishment. The suite of staff development options is based not on evaluation and surveillance, but on a sense of belonging, authentic connectedness, vibrant professional community, purposeful collaboration, central purpose, and meaningful feedback. It is focused on the voice, choice, ownership and agency of staff. It takes time and investment in people. Professional learning, too, costs money, and is part of improving student outcomes and teacher expertise, but also about wellbeing through valuing and growing staff, and supporting them to reach their goals.

When it comes to staff wellbeing, as I noted in the above recent blog post,

Staff wellbeing is more than free food and fitness classes, although these can be nice to have. Nurturing staff wellbeing might take various forms, such as providing initiatives that support staff health, modelling sustainable work-life behaviours, maintaining predictable timelines, ensuring clear policies and procedures, streamlining communication, considering workload issues, ensuring a range of internal and external support mechanisms are available for staff, recognising staff efforts, celebrating staff achievements, leading with empathy, and making decisions with the needs of staff in mind.

Trust, too, is key to the wellbeing of the teaching profession. Schools need to cultivate cultures of trust. Teachers need to be trusted by parents, the media, and government. Trusting teachers to be the professional experts they are allows teachers to focus on their core business of teaching and supporting the students in their care. Looking after staff is key to retaining them within positive cultures of people working together for the good of their community. Nuanced attention to staff wellbeing takes intentionality, thoughtfulness, a framework for decision making, time, and often money.

Distance Learning Round 3: Applying what we’ve learned

Screenshot from today’s video lesson.

In Western Australia we have been lucky that our periods of COVID-19-related lockdown or distance learning have been counted in weeks, not months. In fact, until the weekend, we had gone almost ten months with no community transmission of coronavirus.

Monday was to be the first day of the academic year for most students in Western Australia, but as 2020 taught us, COVID-19 disruption can strike at any time and change circumstances. One hotel quarantine case of the B117 variant of the novel coronavirus, and Perth was put into a five-day lockdown at 6pm on Sunday night, hours before the first day of school was due to begin. The Premier’s announcement came at lunchtime Sunday, giving school leaders just enough time to meet to plan the response, organise communications, and open schools so that staff could drop in before lockdown commenced to collect anything they might need for remote teaching.

Luckily, this was unlike the announcement in April last year that pressured schools and teachers with significant extra work to begin a hybrid learning environment with students learning from home and from school, simultaneously. Rather, what was announced was a one-week extension of the school holidays. Schools did not need to open for essential workers, nor did they have to provide resources for learning from home. Many independent schools had, however, already started their school years, so student lockers were filled with books and boarders had arrived at boarding houses. Other schools, having not started the school year, had IT devices and books not yet distributed to students.

Government schools are honouring the Monday to Friday extension of the holiday break. Some independent schools launched into remote learning from Tuesday or Wednesday for all students K-12. At my school, we took a balanced approach. The academic year for our K-10 students was postponed for the week, with teachers spending their time at home preparing lessons for Week 2, possibly to be delivered using distance learning if the lockdown is extended due to testing or case numbers. After two days of teacher preparation (of remote lesson plans, instructional videos, Teams functionalities and resources), teaching of courses in Years 11 and 12 began today (Wednesday) via distance learning.

This lockdown and period of remote learning feels different to the scramble in March last year. Even then, we were considered and prepared in our approach. In 2020, in the most isolated city in the world, we had seen the virus coming across the globe like a tidal wave we knew would reach our shores. But it was still a case of building the plane while flying it, and finding ways to listen to our community to figure out what was working well and what could be improved. This time our plan had been refined by deep reflection on lessons learned from our last two rounds of distance learning, and we continued to base our decisions on the following key principles.

  • The wellbeing of all in our community, including students, families and staff. We did not want to rush into providing a home learning scenario for all students as families and teachers were busy preparing their households for the lockdown. Parents and teachers were organising to work from home, while having their children at home.
  • Clear and streamlined communication. Everyone was consuming and coming to terms with fast-changing news, a new suite of rules and restrictions. A bombardment of communication from the school, or from teachers about remote learning, was not what our community needed on top of the firehose of information they were processing. We ensured clear communication through a couple of key channels. Our All Staff Microsoft Team allowed for detailed, dynamic communication for and among staff.
  • Clarity of plan. In 2020, while learning in Western Australian schools returned to face to face, the leadership team continued to iterate and improve the distance learning model for what we thought might be a ‘next time’. That plan—what we called Distance Learning 3.0, as well as previous emergency response planning—made Sunday’s planning much easier. We knew what was likely to work, and we could swiftly tweak the plan for the current scenario and for what is most appropriate for our community, based on a range of previous feedback.
  • Collaboration. It has been heartening to see the collaboration between staff in our virtual spaces this week. Staff are creating how-to videos for one another, sharing resources, and reaching out. There is an incredible and uplifting sense of solidarity and staff community, even when a bushfire emergency was added to this week’s lockdown scenario.

In the last year, we’ve learned a lot in education about how to bring humanity together with precision of instruction and collaborative technologies so that remote learning is effective, reassuring and provides connectedness. Today, on our first day of distance learning with Year 11 and 12 students, there has been tremendous uptake and engagement by students. I have been buoyed by feedback from teachers, parents and students, and energised by interactions with my own class and their openness to beginning our course at a distance.

Going slowly, carefully, and with clarity in our response to the latest lockdown has allayed overwhelm and anxiety. It has given time, space and resources for teachers to design remote education for their students that is excellent, equitable and realistic for the context in which we find ourselves. Our approach balances best practice in remote teaching and learning with safeguarding the wellbeing of students, families and staff. We have been able to respond realistically, responsibly and with agility to changes in circumstance, and will continue to do so. With any luck, our five-day lockdown will end after five days.

Staff development and wellbeing

Source: @suju pixabay.com

Wellbeing is an area in schools that is becoming increasingly important, including the wellbeing of staff. Being well, and being an organisation that supports staff to be well, is complex. This is especially true in schools where work comes in intense, relentless waves, and caring for others can deplete staff resources for looking after themselves.

Staff wellbeing is more than free food and fitness classes, although these can be nice to have. Nurturing staff wellbeing might take various forms, such as providing initiatives that support staff health, modelling sustainable work-life behaviours, maintaining predictable timelines, ensuring clear policies and procedures, streamlining communication, considering workload issues, ensuring a range of internal and external support mechanisms are available for staff, recognising staff efforts, celebrating staff achievements, leading with empathy, and making decisions with the needs of staff in mind.

Meaningful work, a sense of community, shared values, and a feeling of ‘fit’, are also important. Investing in staff professional learning, valuing staff by supporting them in pursuing their own goals, and working to develop staff sense of belonging to community, are ways to foster staff wellbeing. We feel buoyed when we feel that through our work we are part of something bigger than ourselves and that we are making a positive difference beyond ourselves. We want to know that what we do matters. And we want to be able to contribute professionally without eroding our own wellbeing or burning out.

Collaborative, vibrant cultures of trust allow staff to flourish. I have often quoted an excerpt from Susan Rosenholtz’s 1991 book Teachers’ workplace: The social organisation of schools. She describes educators in effective schools as “clumped together in a critical mass, like uranium fuel rods in a reactor” (p. 208). I love to imagine a school’s staff as a mass of fuel rods, huddled together and buzzing with an energy that feeds the group, creating fission that results in a chain reaction of positive changes rippling through the organisation.

Somehow, in 2020, in my teaching and learning portfolio at my school, we managed to review and redesign our student school reports, craft a Teaching and Learning Philosophy, and develop Learner Attributes that describe the qualities of lifelong learners that we aim to cultivate in our students. All while working with Executive and Council to finalise the school Strategic Plan. In addition, we managed to develop a refreshed staff development model, which I am thrilled to launch with staff this week as they return for the new academic year.

Importantly, the staff development model has emerged out of collaboration and consultation with staff in all areas of the school, in all sorts of roles (from teaching to administration), from multiple faculties and multiple year levels. The meetings I had last year with groups of staff passionate about the professional growth of themselves and others were always energising and left me filled with excitement for the possibilities. Emerging as it did from people within the school, I am pleased that the resulting model aligns with the best of what research says provides meaningful opportunities for professional learning, and with my own belief that staff development should be focused on growth and support, and on trusting and empowering staff to develop themselves in ways that are meaningful to them.

The staff development model builds on what has existed previously. Key features include:

  • Alignment with school strategy while honouring individual needs.
  • Opportunities for all staff, not only teaching staff. We are and educational organisation committed to the development of all our people, so staff development needs to reflect this.
  • A focus on staff individuality and agency. The COVA principles apply: choice, ownership, voice, and authenticity.
  • A range of development and review processes that include self-reflection against professional standards, goal setting, easy-to-generate feedback from appropriate stakeholders, and intentional, supportive conversation.
  • A suite of options from which staff can choose, with differentiation for career stage, professional interests, and vocational aspirations. These options were developed by a range of staff who know their colleagues and the school culture. I’m eager to see how they are received and taken up.

I look forward to building on the foundation of this model, and working iteratively with staff to improve it over time based on staff needs and feedback. Tomorrow, staff return and we will feel the buzz of the beginning of another year, grateful to be together (although at a physical distance appropriate for our COVID-19 times) and ready for what lies ahead.

EXCELSIOR: 2021 #oneword

Source: timetoclimb.com

After choosing #oneword to set my intentions for the year ahead for five years—CONQUER in 2015, MOMENTUM in 2016, NOURISH in 2017, METAMORPHOSIS in 2018, and LIGHT in 2019—I was so immersed in travel last January that I didn’t get around to choosing a word for 2020, though the year taught me plenty!

14 days into 2021 I haven’t yet been willing or able to set goals or intentions for the year ahead. The events and experiences of the last year, and current realities around the world, are playing on my mind. What word or individual targets could possibly do justice to what we all need to focus on now? Humanity. Equity. Celebration of diversity. Democracy. Unity. The goals seem too big and the destinations too far. What can one person focus on that might make a difference? How might we, individually and collectively, move onward and upward from here?

To move onward and upward is to move deliberately. It is not rudderless, purposeless movement, but purpose-full, advancing towards a destination, anchored by values and vision. Yet the moving forward happens one step at a time.

Perhaps, step by little step, we can edge towards the future we want to see. Lao Tzu is attributed as writing, “a journey of a thousand miles begins with a single step.” Paul Kelly and Kev Carmody’s 1991 protest song about Aboriginal land rights in Australia notes that “from little things big things grow”. James Clear in his book Atomic Habits writes “success is the product of daily habits—not once-in-a-lifetime transformations.” Writing a PhD, and then a book, were examples of eating the proverbial elephant one bite at a time. When I wrote my book Transformational Professional Learning, I had a visible reminder to myself that simply said: “Start now.” Write. Begin. Do. I stuck a word count list in 5K increments on the fridge, and crossed off each milestone as I passed it. Training in powerlifting also reminds me how small consistent effort can accumulate into big results. Chipping away. Being disciplined rather than motivated. Turning up regardless of how I feel and just doing the work (mostly this looks like arriving at the gym at 5.15am and doing what my coach tells me). In 2020 I hit some powerlifting personal bests: 112.5kg squat, 110.5kg sumo deadlift, 140kg trap bar deadlift, 67kg bench press. In 2021 these numbers will go higher, not because of any big move or lofty goal, but because of small regular actions that add up to progress over time.

And so, I have settled on a word to guide me in 2021: EXCELSIOR.

Excelsior is a Latin word meaning ‘ever upward’ or ‘still higher’. It is about striving for better. A catchphrase of Stan Lee and reminiscent of Michelle Obama’s famous motto, “When they go low, we go high”, excelsior is about aiming high, going high, being part of the world as we wish it to be.

This early in the year I am focusing on habits. What achievable micro actions can I implement, teeny step by teeny step, to make a positive difference for myself and my circle of influence? How might I fill my own cup, and pour into the cups of others? I am starting small. Very small. The first week of January had me focusing on quality sleep (via a regular sleep time) and increasing my water intake. Simple and achievable habits on which I can build.

I was back at work today, so I am beginning to consider what kinds of habits I can integrate into my work day. Prioritising what matters over what consumes. Returning constantly to values, purpose and context. Continuing to listen widely and intently. Moving more. Engaging with positive and productive people and behaviours that will move our care for our students and our school forward. Baby steps to move us onward and upward in the direction of those things that will make a real difference for our community.

I’m wondering, to what might I contribute this year outside of work that can be part of nudging education ever upward, to a more equitable, democratic, human, humane place? I’ve been editing a book that I hope will make a positive difference in the education world. Little by little it moves forward. Soon it will be time for me to consider: What more? What else? What next?

To move ‘ever upward’ means to advance, to move in a positive direction, to be part of creating what’s good (as in the common good, the greater good, good for all). Excelsior speaks to being in motion while focusing on the next steps as well as the big goal or distant horizon. Those hopes and dreams are there, but it’s the actions we all regularly take that will add up to making our world a better place.

20 things I learned in 2020.

I have written less in 2020 on this blog than in any other year since starting it in 2014. Like many, I have been busy, shell shocked, wrung dry, and spread thin by the events (personal, local and global) of this year. Before this one there have been 20 blog posts in 2020. I almost didn’t want to ruin that symmetry by writing post #21, but here it is: a brief run down of those things that this year brought into sharp relief for me.

Of course, I learned plenty things this year, such as how to dress for video calls, that living in the world’s most isolated city is a blessing during a pandemic, and that full toilet paper shelves in supermarkets can be symbolic of a community’s sense of psychological safety. But these didn’t make my list of 20 things I ‘learned’. Perhaps I should have titled this blog post ‘20 things I already knew but learned for real in 2020’. The experiences of this year have helped me understand their significance beyond their aphoristic ‘truthiness’. And here they are:

  1. We need to listen to research and science, not opinion, misinformation, and social media noise. But research and science can’t tell us everything. Sometimes we don’t know, or we don’t know yet. We need to make the best decisions we can with the best information we have.
  2. The Western world moves at a cracking pace that isn’t healthy, sustainable, or good for the planet. We need to rethink the ways in which we live and work, but it’s difficult to change our norms, assumptions, and ingrained ways of behaving and being in the world.
  3. We don’t need to be in the office or workplace to be working. We can lead more flexible and integrated work-home lives.
  4. Our world is full of inequities that become starker and more sickening during a crisis.
  5. Health and wellbeing are paramount, and are the responsibility of everyone. To ensure the health of populations around the world, governance and leadership matter, but so do the actions of each individual.
  6. We are relational, interdependent, social organisms whose biology draws us to one another – physically, emotionally, and cognitively. When we are forced to distance from one another, it hurts.
  7. Among the most important things in life are our family and friends. We must live our lives as though being with those we love is one of our essential needs.
  8. Wellbeing is more than being physically well. Anxiety, uncertainty, loneliness, loss, and trauma can have wide ranging and unexpected impacts.
  9. Meaningful work is crucial to wellbeing.
  10. Technologies can help us to connect with one another, but do not replace face to face connection.
  11. Webinars and virtual conferences allow greater breadth of participation but do not allow the time and head space of a physical conference held away from home.
  12. There are many in our societies who are undervalued but whose work is essential and often invisible. Cleaners, grocery suppliers, delivery drivers, facilities managers, nurses, doctors, care workers, pharmacists, and teachers deserve ongoing professional trust and respect.
  13. Teachers can’t be replaced by technology, but technologies can enhance teaching and allow students to display independence, resilience, and autonomy in their learning.
  14. Remote teaching and learning (like any major undertaking) requires careful design and responsive implementation if it is to be successful.
  15. Schools are more than places of learning. They are sites of community, relationships, society, values, and care. They also serve the practical, economic function of looking after children while parents go to work.
  16. When leading during a crisis it is tempting to focus on the immediate, the problematic, and the measurable, but leaders must simultaneously consider the possible, the human, and the humane.
  17. Collaboration is key to a positive future: local, national, and global collaboration that is meaningful, transparent, and productive, and focused on the shared moral purpose of the greater good for all.
  18. It’s hard to support others when we are ourselves struggling. It’s hard for a community to support each other when many are struggling.
  19. Being kind to others means listening with empathy and taking positive action, sometimes without being asked.
  20. Being kind to ourselves means giving ourselves permission to say no, being present with our feelings and reactions, and prioritising what’s important to us.

As we near the end of 2020, I hope that, in amongst the challenges and difficulties this year, each of you experienced moments of hope, gratitude, and reflection.

‘Pracademic’: Just another made-up edu-word?

IPDA conference virtual presentation – with Trista Holloweck and Paul Campbell

While the idea of the scholar-practitioner is not new, and the term ‘pracademic’ has been smattered in research literature across various fields, the concept of the pracademic is only recently beginning to gain traction in the education community. It remains scarcely documented and has not yet been comprehensively theorised. So, is the term ‘pracademic’ just another made-up edu-word, a senseless attempt to label and divide educators along research-practice lines, or a concept worthy of inquiry and elaboration?

In my view, the notions of pracademic and pracademia are worthy of exploration. In some ways, all educators are pracademics, whether that be scholars who engage practitioners in their research, or practitioners who engage with research and those working in the academe. It can include the myriad of collaborations and interactions between those operating mostly in schools and those operating mostly in universities. Yet, much scholarship still fails to make it to those working in schools, and the expertise and wisdom of practitioners is still often missing from research and policy conversations about education.

Pracademia might be seen as a space or spaces; or as a stance, a deliberate situatedness in the grey, messy in-between space. It encompasses a way of being that embraces the bridging or knotting together of research and practice in ways that engage with multiple stakeholders or influence in multiple directions.

In my book Transformational Professional Learning: Making a Difference on Schools
(2020), I explored my own positionality as a pracademic, after hearing myself labelled as such by Professors Andy Hargreaves and Christian van Nieuwerburgh. I wrote in the Introduction:

“The unique perspective I bring to the field of professional learning is one of boundary-spanning teacher-leader-researcher who works to bridge the gap between research and practice. In the structure and writing of this book I model the way that I bring the lens of practising teacher and school leader to research, and bring a research lens to my daily work. I connect the dots between scholarly and practical domains, to operate in the space (or as the bridge) between the world of education research and that of classroom and school. This bridging work brings a research lens to schools, where teachers and school leaders enact theory into practice, tempered by their wisdom of practice and the emotional and human elements of education that shape their behaviours each day.”

In the Foreword to that book, Andy Hargreaves also described the emerging pracademic voice in education:

“Deborah Netolicky is part of a new breed of thought leader in education known as the pracademic. My autocorrect function on my laptop sometimes translates this as paramedic!! In fact, the two words and the worlds they capture are not all that far apart. … Pracademics span the worlds of research and practice. … the pracademic is here to stay, and Deborah Netolicky is providing us with an excellent example of what we can uniquely learn from this new kind of voice that has come onto the modern educational landscape.”

Moving beyond that book, and those reflections, led to more conversations with other pracademics, and further conversation around pracademic spaces, identities and behaviours. At the International Congress for School Effectiveness and Improvement in January, my ‘extreme speech’ on the main stage explored pracademic identity, and I was part of a symposium on pracademia—with Trista Holloweck, Paul Campbell, Leyton Schnellert and Danette Parsley as discussant—titled ‘Pracademics: Exploring the tensions and opportunities of boundary-spanners who straddle the worlds of academia and practice’.

Now, as these conversations continue, tensions and complexities around pracademia in eduction continue to bubble up. Trista, Paul and I are now editing a Special Issue of the Journal of Professional Capital and Community on ‘Pracademia: Exploring the possibilities, power and politics of boundary-spanners straddling the worlds of practice and scholarship’. Yesterday, we presented some of our thinking at the virtual International Professional Development Association conference. Questions with which we engaged include:

  • What is a pracademic and who decides?
  • What does it mean to be a pracademic in different educational spaces?
  • What issues and/or tensions arise in the complex negotiation of the dual worlds of practice and scholarship?
  • What role do identity and belonging play in pracademia?
  • What does pracademia offer the field of education? 
  • Is the term limiting or empowering, divisive or productive?

We also shared three metaphors we are playing with that represent the ways in which we are defining the concept of pracademia with all its plurality, complexity and multiplicity.

Watch this space as this work continues to grow.

Leadership in 2020

Source: Shutterstock

It is becoming increasingly apparent that, while leadership is about service, in order to lead we need to look after self. Familiar analogies–of fitting our own oxygen masks before we can help others, and filling our own cup before we can pour from it into the cups of others–apply. Leading involves difficult, complex, human, relational work. Leaders need to build in their own mechanisms for wellbeing, such as pauses, support, breaks, and doing those things that nourish and replenish us.

I have been quiet on the blog this year. There are a few reasons. 2020 (probably enough said). A new job. An exciting behind-the-scenes project. Prioritising the important stuff (including family and self-care, as well as work, writing, and advocacy) over feelings of obligation or guilt. Working on saying ‘no’ sometimes.

This year has served up a squall line of disruption and distress. Since March, leaders in all industries have been responding at pace to relentless changes and uncertainty. We have had to reconnect with one another and reimagine our fields. We have had to reconsider the foundations of leadership. We have asked: How have we historically done things? How could we do things now? How might we do things differently? How do we want our world to be? How do we each want to be? What really matters and how do we enable and protect what is most precious and pressing?

Recently, as part of the WomenEd Australia network group, I participated (from afar) in the WomenEd global virtual unconference (a participant-driven meeting). WomenEd—a global grass roots association and 35,000-strong international community, based out of the UK and co-founded by Vivienne Porritt, Jules Daulby, and Keziah Featherstone—is a movement that aims to connect and support women in education, and to advocate for diversity and inclusion in the education sphere. It encourages diverse educators to be ‘10% braver’, to shift out of their comfort zone little by little.

The team of WomenEd Australia prepared a video presentation that explored what influences our leadership, available on YouTube.

In my video reflection for the unconference, I discussed that my own practices of leading are anchored in working towards a shared vision and moral purpose. I begin from a base of trusting in the capacity of those throughout the organisation, and in the importance of supporting and investing in teachers. Good leaders build good leaders.

In the video, I also explain that my leading practices are underpinned by frameworks for action. These include:

  • Consciously navigating tensions. Switching between the ‘dancefloor’ and the ‘balcony. Being strategic while also working to understand the lived experience of those in the school and community. Communicating with clarity and also empathy. ‘Leading fast and slow’ – at once able to respond quickly but also to work strategically at the long game; implementing gradual change with the aspirational end in mind.
  • Applying clear frameworks for decision making with consistency and transparency. One thing we are desperately missing during 2020 is predictability; knowing what to expect and what is likely to come next. I really hope that 2021 can bring more certainty and less anxiety.
  • Meaningful collaboration and consultation. Working at ‘we’, ‘alongside’ and ‘together’. Seeking out dissenting voices and seeking to understand multiple perspectives. Some of the most exciting and uplifting parts of my leadership role are working with a range of diverse stakeholders on productive, positive change.
  • Marrying clear policy and process with responsiveness and adaptability, qualities brought into sharp focus by the constantly changing circumstances of 2020.

Recently, the Year 12s at my school had their final Valedictory celebrations. In their yearbook, I pointed them towards Mariannne Williamson’s words, in which she encourages us to be our brave, unique selves.

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. … Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine.”

Shining has often felt out of the realms of possibility this year. Surviving is more likely to describe how many are feeling, even those who others may say have shone and been part of significant or invaluable work. Part of leading may involve demonstrating strength or holding the line, but leading also encompasses empathy, vulnerability, and sitting with discomfort. We can be powerful beyond measure, especially when we give ourselves permission to take time and care for ourselves, when we support and energise one another, and when we work towards a common goal, one tiny nudge at a time.

Book-versary: Transformational Professional Learning

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Yesterday marked one year since my book Transformational Professional Learning: Making a Difference in Schools was published.

Thank you to Andy Hargreaves for writing such a wonderful foreword, that began with the following words.

Most Forewords begin with an invited expert in the twilight of their professional lives, setting out his or her wisdom on the state of the field that the ensuing text of the book addresses. Eventually, in the last two or three paragraphs, the expert then gets around to saying a few kind things about the book itself.

But in this case, we need to turn things around. This is, simply, an extraordinary book. I have never seen anything quite like it. I have read books by outstanding researchers, some of them former teachers, myself (at my best) included, who have and who can convey empathy and a studied grasp of the work of teachers and how it connects to their lives and their worlds. I have also read very engaging books by teachers and leaders about their own worlds and work that are full of ideas, absorbing anecdotes, practical wisdom, and a sprinkling of insights from researchers and thought leaders in the academic world to back them up.

This book is something else, though. As a synthesis of the field of professional learning and a critical exploration of its less fashionable and more unusual aspects—like self-directed learning, or attending courses—I can recall scarcely any better ones in the academic community itself. Unlike many researchers who collate all the evidence before them and draw circumspect conclusions about what it all means, Deborah Netolicky goes further and, in her own voice, as both academic and practitioner, she expresses it all from a constructively critical and also professionally candid perspective.

Thank you to Alma Harris, Carol Campbell, Pasi Sahlberg, Ellie Drago-Severson, Bruce Wellman, Rachel Lofthouse, and Nicole Mockler for providing generous endorsements. Alma, for example, wrote the following.

Occasionally, a book comes along that a field desperately needs. Transformational Professional Learning is such a book. It is clear, accessible and profoundly practical. Cutting through the vast literature on professional learning, it reminds us that the ultimate end game is making a difference to learners. Put simply, this book is a must read.

Thank you to those who have read the book, reviewed it, invited me to speak about it, and shared annotations and photos of where you’ve read it around the world. Thank you to those who have engaged with me in discussions about its ideas.

Meaningful professional learning that makes a real difference to teachers and school leaders (and therefore students) remains an ongoing professional passion. The conversation and work continues.

Distance Learning 3.0: Ready to launch

source: pixabay WikiImages

Today I shared with teaching staff our school Distance Learning Plan 3.0. While Western Australia continues—for now—in a bubble of semi-normality, we are aware, as other places in the country and the world show, that COVID-19 is an illness that can explode in a community at any time, despite the best precautions.

At my school, we enacted distance learning during Term 1 for a period of about three weeks, and then were ‘locked down’ during the two week school holiday break before students began returning to school for Term 2. We generated feedback from our community at that time, which suggested the following for our next round of distance learning.

  • We need to ensure we are differentiating our approach. Distance learning needs to look different for different ages and stages, and for different subjects. As a kindergarten to Year 12 school, students (and their parents!) require varied approaches to distance learning, relevant to developmental age and capacity for autonomy in learning. Older children are more likely to cope with increased opportunities for flexibility and independence; younger children need scaffolds, structures, technologies and resources appropriate to them. Subjects that are more content heavy and theoretical require different approaches to those that are more practical. We need to fit the pedagogical and technological tools to the learning purpose.
  • We need to support student organisation, structure and routine. For example, by setting out for students a clear structure to the day, and a clear plan for the day and week in advance so they can plan accordingly and be flexible and autonomous in their work.
  • We need to provide live video lessons and pastoral video check-ins, for learning and connectedness.
  • We need to provide a range of teaching and learning content, blending modes and approaches.
  • Predictable and streamlined communication works best. The Goldilocks approach is what we are aiming for here: not too little and not too much.
  • Workload needs to be manageable for students and teachers. My understanding from colleagues in Victoria and overseas is that long term lock down–including working, teaching and learning from home–is exhausting for all. Especially in the early years, set work for children needs to be manageable for parents.
  • Wellbeing is essential. Ill-being, trauma, anxiety and inequities have increased in our world during this global pandemic (which was preceded in Australia by a terrifying bushfire season). We need to build in time and encouragement for nutrition, hydration and physical activity, and regular breaks from screens and from the relentlessness of a life in constant lock down.

The main elements of our Distance Learning 3.0 model are the following.

  • Teacher instruction: in short bursts of 15-30 minutes, delivered synchronously (live) and asynchronously (for students to access in their own time).
  • Student collaboration: through virtual and online platforms.
  • Student independent work: in which students manage their own time and work autonomously.
  • Student reflection: in which they are encouraged to use metacognitive strategies, reflect on own learning and set clear targets for improvement.

All of these elements are underpinned by trust in the professional capacity and professional judgement of teachers as experts in curriculum (what they are teaching), pedagogy (how to teach so students learn), and their students.

key elements of our Distance Learning Plan 3.0 – wellbeing is central

Wellbeing is at the centre of our distance learning model. We have deliberately built in a focus on the wellbeing of our students, parents, and teachers by integrating the following.

  • Shortening lesson times and increasing break times during periods of distance learning.
  • Including one Student-Directed Learning Day per week for Years K-10. This day is a ‘non-contact’ day of learning in which students organise their time to complete set work, and teachers prepare, mark and respond to student queries. The day will be cycled through the days of the week, depending on when distance learning begins (e.g. Monday one week, Tuesday the next, and so on).
  • Paring back content to the essentials and rethinking the way students can engage with content.
  • Reconsidering the ways in which students can show their learning, and redesigning or rescheduling assessments where appropriate.
  • Continuing to act with kindness, compassion and empathy.

Our Distance Learning Plan 3.0 is the plan we hope to never have to use, but as I explained in my last post, it’s the plan we would be irresponsible to be without.