I figure that maybe if I take stock of what I’ve done and where I’m at, it might help me shed my 2016 skin and slip more freely into the new year. This year I submitted, was awarded and graduated from my PhD. I’ve since been appointed as an adjunct at the university where I did my doctorate, and have also been appointed to a cool new role at my school from 2017. I’ve had 3 peer-reviewed journal articles published, 3 book chapters accepted and presented 8 times at 6 conferences, including AERA in Washington DC. Emerald Publishing made a cartoon abstract of one of my papers. This is my 66th blog post for the édu flâneuse in 2016. I’ve also written for other sites including The Conversation and the Times HigherEd blog. I won an ACEL New Voice in Educational Research scholarship, and an international award for my PhD thesis. I worked a 0.8 FTE load: teaching English, coaching teachers and middle leaders, and refining professional growth and performance review processes at my school. I parented my two boys, who will both be in full time school next year. The youngest was in part time kindy this year, so I’ve had my last term-time weekday frolic with him.
This time last year I wrote about 5 things I learned in 2015. 2016 has thrown up some similar and some different learnings. Here are my top 5.
- Carve out a work routine.
I’ve had what has felt like a really busy year. To manage, I have instilled more structure into my work flow. This is about more than my Post-It note system. It means I try to find a regular ebb-and-flow routine, like blogging here every Friday, and carving out time for strategic project work at school, to make time for it among all the operational and relational stuff that fills my days. It also means figuring out where and how to make time for academic thinking, reading and writing.
This #1 point is totally unsexy and eye-rollingly boring, but it’s becoming more and more of a necessity if I’m to manage the work I have coming my way in 2017.
- Prioritise breaks for self-care.
One thing I’ve learned this year was something I already knew but seemed to forget: I need regular proper breaks. This year I didn’t carve out enough time for space, family and myself. Time. And. Spaaaaaaaace. A couple of weekenders does not a break make! Also, I have realised, conference travel does not count as a break. Between presenting, rushing around to sessions, meeting up with people and time zone changes, I often came back more exhausted and more behind than when I left. Doing good work that inspires and nourishes me is important. But taking a break from work to regenerate and re-centre is, too.
Watch out, 2017. I have plans for some spectacular holidays.
- Support and trust the individual.
In my work in leading professional learning, coaching and performance review processes, I have become more convinced than ever in the need to balance the individual and the organisation, personal vision and organisational purpose, support with accountability.
In particular, I remain despairing about the increasing media and policy focus on high-stakes standardised testing and performative measures for teachers. I’m also increasingly committed to supporting middle leaders in our schools, who are often forgotten between the popular rhetoric of and focus on the teacher and the principal.
- Be who you wanna be, yeah.
I continue to do identity work through my writing, my online interactions and my professional engagements. I struggled this year with fitting into doctorly robes after my degree was conferred, but am now enjoying the freedom that comes with being beyond-PhD. Being a post-doc adjunct whose paycheck comes from industry, not a university, means that I can start to play with ideas that are interesting, divergent and experimental. The joy of being an unpaid academic is that I’m not tethered to the world of academic measures and impact factors, so am able to flex my writer-scholar identity, to see what sorts of crazy-beautiful writing I might be able to work towards. In 2017, I hope to continue in my journey to becoming the scholar, writer, teacher and leader I want to be.
- Shift the narrative. Make a difference.
I’ve been exploring voice and activism in 2016, and wondering about what those things might look like. Can I be a part—via my work, conference presentations, online writing, scholarly writing, social media engagement—of shifting education narratives? Can I make a real difference, not just to the lives of students and staff at my school, but to the wider system, to people outside of my local bubble? I’m not sure, but I’m inspired by Tolkein’s character of Gandalf who says, “it is the small everyday deeds of ordinary folk that keep the darkness at bay.” As a pracademic I’m excited about the synergies between educational research and practice, and I’m hoping my own small, persistent nudges at the narratives of education might make a small but important difference.