Taking time to reflect

This week I've had the privilege of spending two days in Christchurch as part of a Principal learning team that I'm part of. Our team have been meeting together once a term for the last 3 years. We spend time in each others schools where we share thoughts and resources we find valuable, thinking regarding puzzles of practice, and engaging each other in challenging dialogue around what, why and how we do the things we do. As a group we have a great working and learning synergy. Our schools are different in context (size, decile, location, ethnic make-up etc) but are all connected through wanting to achieve the best possible learning outcomes for our children. We also face many similar circumstances in our roles, such as the sense of urgency in getting the audit report signed and sent off (as I've experienced this morning), the question around the building project, the newsletter that needs to be completed, the class we want to visit. I used the word privilege in my opening sentence because I so value being part of this group. I value the friendship, the challenge, the sharing and the opportunity of being given another lens on which to reflect on my own learning and leadership practice, and our school pathways and priorities (I had to get that pathways word in somewhere!). I appreciate being able to take the time to step out of the busyness of the day and to view things from the wider perspective. Having the breathing space to be able to think in creative and innovative ways, to reflect and re-imagine where we are heading. If we believe that active reflection is an important part of learning process then we need to ensure that we build it in as a priority in our busy lives. Not always easy, but being part of a learning group such as this, and regular writing of a reflective blog as an appraisal goal can certainly help. I am extremely grateful to the crew back at school who keep things trucking along and have to take on more while I'm out. Thanks team!

Control

I was just out walking the dog and got to thinking about the Board of Trustees elections which are currently on the go. We've had 12 nominations at school, which is the most ever. Yesterday I read the bios of each of those nominated and got a bit of a feel for them. The wide ranging skill-sets of people nominated, and their desire to give positively to our school community shone through. 3 of those nominated have served as board members for the past 3 years, whilst the other 9 would be new to the role. Personally I can find election time a bit disconcerting. That whole element of not knowing what will happen, who I will be working closely with, how relationships might develop, what pathways the new board might want to explore... will this align with our current vision for learning, and practices in place to achieve this??? As I walked, I reflected, and came to the conclusion that much of it might come down to control - do I feel disconcerted because this is a process for which I have little or no control... and might like to? I then made a connection back to running (as I do). In a couple of weeks I'm entered to run in the Christchurch Marathon. In choosing to enter, I did so knowing there are a number of things I can control, and some that I cannot. I can control my preparation - choosing how far I run, how often, how fast. Choosing other things that will positively influence performance like nutrition, speed work, having good gear, sleep, mental attitude. Things I can't control though, include the weather on the day of the event. Last year there was a howling gale for the last half hour and the weekend after there was snow - I can't control the weather. I could get ill - last year I picked up a spew bug 2 days before the Rotorua Marathon and had to withdraw. I couldn't control that. I can't control the number of other people who enter or the speed they're going to run. I can prepare for a range of circumstances, but I can't control all of them. I think this reflection reminds me to spend time and energy on the things that matter and that I can control. I can be aware of the 'range of conditions' I might encounter but I can't choose them, so until marathon day I just need to focus on what's important, like why I like to run and what I hope to get out of the day (which is essentially to give my best and have fun). I think this could be the same in the school sense - I can prepare a bit for a range of outcomes, but the big thing is to ensure I keep prioritising what is most important - the learning of our children. Stay true to our vision and moral purpose and other things will happen accordingly. Don't over think the things I can't control. What do you think?

Posting a poem I wrote this morning. Formatting has all gone wonky. If I add punctuation, maybe that will help? Why I do what I do. Tentative knock at the door, Smiles of nervous excitement, Knowing she's achieved, Awaiting acknowledgement, Encouraged, A story once unachievable, Now is enjoyable, Conquered easily, Accomplished. Delight in knowing, Comprehending successfully, Understanding. Self esteem, Glowing, Whakanui!

Why we do what we do...

Enjoyed this post from Seth Goodin today so thought I would repost. Accept applause, sure, please do. But when you expect applause, when you do your work in order (and because of) applause, you have sold yourself short. That's because your work is depending on something out of your control. You have given away part of your art. If your work is filled with the hope and longing for applause, it's no longer your work--the dependence on approval has corrupted it, turned it into a process where you are striving for ever more approval. Who decides if your work is good? When you are at your best, you do. If the work doesn't deliver on its purpose, if the pot you made leaks or the hammer you forged breaks, then you should learn to make a better one. But we don't blame the nail for breaking the hammer or the water for leaking from the pot. They are part of the system, just as the market embracing your product is part of marketing. "Here, here it is, it's finished." If it's finished, the applause, the thanks, the gratitude are something else. Something extra and not part of what you created. To play a beautiful song for two people or a thousand is the same song, and the amount of thanks you receive isn't part of that song.

Empowered by new learning

Today I attended a running workshop held by James Kluegger. It was advertised at our family chiropractor and when I saw it my interest was plucked because I've never before had lessons in running. Although I've been running for the last few years, entering races and setting goals, I've never had the science or biomechanics shared with me, and to be honest, I'd never really looked for it either. Running is something that pretty much most people can do, and have done as children. I just look at Kaea, she will pretty much run anywhere if she wants what's at the other end. Anyway, this workshop today reminded of the old adages 'you don't know what you don't know' and 'the definition of stupid is doing the same thing you've always done but expecting different results'. Today I learnt some things and had my thinking challenged. This is going to lead to a change in practice where I will apply some of my learning and monitor the results. I'm excited by the possibilities and the challenge. Will I be able to run more efficiently? Will I be able to increase my pace? Will I be able to achieve the big goals I've set?
When I think about it, it is right along the same lines of what we aim to achieve through 'teaching as inquiry' in our appraisal. The principles behind it are the key I think.
I look forward to more running, reflecting and learning.

Start of year professional learning

Guess what...
I'm back! Today our team is engaged in professional learning with Dr Marion Sanders on writing. This is our third day together as a staff. One of the tasks Marion just asked of us was called looping. We had to reflect on our prior two days of professional learning together, and then write a paragraph of our thoughts. We then had to choose our favourite sentence from that paragraph, share it with a colleague, and then use this to frame our next paragraph.
Here's what I wrote -

I feel invigorated by the professional learning time we spend together.
I get great energy and invigoration from framing moral purpose, reflecting on the big picture and dreaming of what can be. I find it inspiring to be learning, growing and gaining energy alongside those I work with. The positive buzz of possibility is like fuel that helps to drive me throughout the year. I believe we do the most important job - and I also feel that we are privileged to do so. Our work is also very challenging, and through the strength of the unity we generate in our days together, I feel invigorated. I hope others do to, as it is through our collective spirit, drive and passion that great things will occur. I hope that each year is better than the last - that the learning opportunity and outcome builds further our community.

The positive buzz of possibility is like fuel that helps to drive me throughout the year.
Once we begin our year with our learners the focus of learning together tends to take on subtle changes. I guess it might be selfish, but during these three days the focus is on challenging our thinking, being creative and dreaming. Next week, we will take greater cognizance of the challenges we face with our learners. Maybe someone not having lunch, or someone not treating another person respectfully, or the marriage break up that is effecting a child. Although we have been imagining this reality is some respect, the reality of it will impact our head space maybe more than we expect prior to the year beginning.

I enjoyed this - and it's prompted me to get back to my blog. To again be a writer - to prioritise this as a tool for my own reflection and learning. I hope to achieve this with more regularity - maybe you, because you're reading this could support me in doing so. Ask questions, make comments, tell me to get on with it if I haven't written anything for a few weeks.

Anyway, back on with it now... and on the running front (if you're interested), a 26km run in National Park on Saturday (The Tussock Traverse). Hope that will be fun and invigorating too!

Exceeding expectations

Whilst driving home one night this week an interesting discussion was taking place on the radio station I was listening to. It was a talkback show (it's funny how when I was younger I only thought old people listened to talkback, now I quite enjoy it myself. What might that mean???) and the show host was asking people to ring in and share their experiences with when someone has exceeded their expectations, particularly in the service industry. Also, during the week we had a couple of things happen at school that I believe tied into this theme. Firstly, one of our teachers received a beautiful cake and letter from a parent expressing their heartfelt gratitude for the difference they had made to her son and family. I believe that parent had their expectations exceeded. Secondly, one of the 'cheeses' at school was trying to connect with a family that we have had difficulty communicating with over a period of time. After many attempts in a range of ways, a connection was finally made by calling home at about 8.30pm, and from that connection a meeting was set up for the following day to further the conversation. This lead to some great positive outcomes, more understanding and strengthening of home school partnership. Was it exceeding expectations to call after hours in this way?
So, i've reflected on these events and the content of the talkback show and I'd be interested in hearing your thoughts (now I'm becoming the talkback host!).
Can we exceed expectations as schools and teachers?
Should that be a goal?
How might it look for us to exceed expectations?
If you exceed an expectation, does that then become the new expectation? If yes, is it sustainable to keep doing this?
Please exceed my expectations in sharing your thoughts and helping me to learn by considering your thoughts and perspectives.