We can always be better
As teachers, school leaders and those working in education, we have a moral obligation to the students we serve to commit to continuous improvement. We need to always strive to be better, because no matter how good we are, we can always improve. Not only is teaching so complex that it’s impossible to perfect (as Dylan Wiliam humorously explains in this short video), but with each new class or cohort, there are fresh idiosyncrasies and circumstances to consider that should influence our practice.
This idea is well worn. Charlotte Danielson explains that “teaching is so hard that it’s never perfect. No matter how good it is, it could always be better.” Dylan Wiliam asserts that “all teachers need to improve their practice—not because they are not good enough, but because they can be even better.”
How we get better
Interestingly, Wiliam also suggests that what we should be getting better at is what we’re already good at, rather than our identified deficiencies. He writes:
“The greatest benefits to students are likely to come from teachers becoming even more expert in their strengths. … when teachers themselves make the decision about what it is that they wish to prioritise for their own professional development, they are more likely to ‘make it work’.”
That is, rather than focusing on deficiencies and finding fault, teachers should be empowered to drive our own improvement and leverage our strengths.
As educators we can improve by engaging in robust processes of self-reflection, goal setting, data generation, data analysis and action. We can use data and the best available evidence to reflect on what we know, and consider how to improve from where we are now, to where we want to be so that we can optimally educate our students.
Staff development processes can support teachers by being efficient, transparent, consistent and based on best practice. Schools can provide psychological safety and cultures of trust that support teachers to be and become the best they can be.
We can also support teachers and school leaders to engage in meaningful collaboration and transformational professional learning as levers for ongoing learning and improvement.
Questions we can each ask ourselves as our 2020 school year kicks off
- What could be a focus for ‘better’ in my teaching, leadership or education work in 2020?
- What are some things I could do to move this forward?
- Who or what could I access for support?
- What is my first small step towards ‘better’ in this area?
I opened my presentation to staff this year with the following two artworks: M. C. Escher’s 1953 lithograph Relativity and Piet Mondrian’s 1908 painting The Red Tree.
The version of reality represented in Relativity has the appearance that everyone is going nowhere, round in circles, or in divergent directions. The figures are disconnected from each other. They don’t engage with one another, but rather accept their individual reality and head in their individual direction, on their own path, doing discrete and seemingly unconnected tasks.
There are three different forces of gravity operating in the artwork, and the characters within it exist simultaneously in their different gravitational worlds, without awareness of each other’s different situations. In schools our work can be like this: disconnected and ad hoc, with each of us moving in our own direction according to our own rules, preferences or perceptions of where we could be going and what we could be doing.
In The Red Tree, each branch is going and growing its own way, yet each is connected at the trunk. The trunk may be seen as a metaphor for the shared vision of a school, and the branches as teams and individuals diverging off from, but still connected with, the solid central body of the organisation.
This is what I think we’re aiming for in schools: connection between stakeholders and a shared vision, while honouring individuality and what we each bring and can contribute.
We’re better together, especially when we can simultaneously unite in moral purpose, vision and direction, while allowing each individual to flourish, shine and explore their own path, supported by and integrated with the trunk.
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