Leaders, Assemble!

In recent years, the education conference landscape has changed dramatically. There are still the same traditional conferences knocking about the place but they are being eclipsed by a grass roots movement of pedagogy platforms. Teachers are doing it for themselves. What’s more, they’re doing it at weekends and they’re loving it.

I’ve been to my fair share of these and I’ve always left feeling the same things:

  1. Teachers are cool!
  2. Teaching is exciting!
  3. Why does everyone hate SLT?

In my opinion it’s time for leaders to get in on the action and start a revolution of their own.

And, it was with this thought in mind that I jumped at the chance to be involved in a new education conference for the South West. At the moment, it has a date, Saturday 1st July 2017, but no name: #ConferenceWithNoName.

I am determined that, as well as being an incredible day of pedagogical wonder, it will be an opportunity for everyday leaders to have their say too.

I’m looking for leaders who are passionate about education and who unite teachers through their leadership.

  • Leaders who unify.
  • Leaders who strengthen.
  • Leaders who inspire whilst keeping it real.
  • Leaders who understand.
  • Leaders who care beyond ofsted and themselves.

If you think you could talk for about an hour, on an element of your leadership, and after that hour people would leave thinking:

  1. Leaders can be cool!
  2. Leading can be exciting!
  3. Who knew you could love SLT?

Then I want to hear from you.

I can’t promise you money. I can’t promise you fame or fortune. But I can promise you a firm handshake and a roomful of people who will be interested and a free drink if it all goes wrong.

If you fancy inspiring the next generation of school leaders, or just want to show people that leadership is a force for good, then please get in touch.

Leave me a comment under this post stating the area of leadership you would be interested in talking about and a way of contacting you (Twitter handle or email) and I will get back to you.

Thanks for reading.

@theprimaryhead

The targets are strong with this one

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I was so pleased with this year’s appraisal process. I kept it simple. I stripped it back. More importantly – I thought – the teachers had ownership over their targets.* You may not believe me but most teachers seemed to leave the meeting with a spring in their step. They were, dare I say, excited that we’d identified something for them to focus on throughout the year. We didn’t worry too much about past lesson observations or previous years’ foci. Instead, we had an honest conversation about their year so far. This may sound odd but I like to expect my teachers to struggle. No matter how good they are, or successful they have been in the past, I find it’s healthier to presume that this could be the year it all goes wrong! I appreciate that on the surface that sounds quite negative but I assure you it’s not. I think it’s quite positive. It certainly takes the pressure of feeling that past successes must be improved upon without fail or else it’s capability time. This way you’re allowed to be human. You can be faced with whatever challenge is in your classroom safe in the knowledge that you can come to me and I won’t say ‘A teacher of your calibre shouldn’t find that a challenge. Oh my, I thought you were good!’ So, in they came with comments like:

  • Man, I thought I was good with behaviour but this class, WOW! I’m going to need some help with this, Boss.
  • I’ve got three new arrivals, Chief. I can’t understand them. They can’t understand me. Help me out please.
  • Crikey these lot are clever! I’ll need some advice about how to stretch them, Big Guy.
  • Hey Ice, what’s PDA? Our SENCO says I’ve got four kids with it. Help me out.

It was great. Honest conversations about areas of professional development they needed help with. That’s what appraisals are for. Not regurgitating tired Ofsted criteria or vanilla statements from the school development plan. This year, we were keeping it real. Teachers felt good because they could talk about a difficulty without being judged for it. I felt good because all these targets would improve what we were putting in place for the children.

I was psyched. I was pumped. I was totally ready for my own appraisal.

My Chair of Governors asked me to consider what targets I would want and email them across before the meeting. I dutifully reflected on the SDP and came up with four or five robust targets that would surely improve the school. They were linked to achievement, teaching, learning, behaviour, leadership and my personal development.

I attended my appraisal with a panel of governors and was shown four targets that pretty much had nothing to do with what I had prepared. Only one of them contained the briefest of nods towards what I thought should be my focus. I was a little stunned and a little more than disappointed.

One of the governors asked how I felt. I was respectful, but it was pretty clear to everyone in the room that I wasn’t exactly sold on the four targets I was clearly going to be given.

We discussed them. The cases put forward were:

ME: These don’t have anything to do with the areas of the school that I am actually accountable for.

THEM: We totally trust you to lead successfully on teaching and behaviour so why not push you out of your comfort zone.

ME: School improvement isn’t comfortable!

THEM: School improvement is what you will always do. These targets reflect the unique challenging circumstances the school, nay all schools, are facing.

ME: Oh very bloody clever!

I won’t go into detail about what the targets were but, to be fair to the governors, they had a point. Their target suggestions may have less to do with my job description than previous years but they do represent the reality of running a school in 2016-17. It is not going to be easy and, on reflection, it is only right that my targets be focussed on the nitty-gritty of the school I am leading. Without us knowing it, the governors and I had approached the appraisal process in almost identical ways. We had both asked our appraisees to consider the year ahead, focusing on the potential failures before making that the subject of the future. And the fact that the teachers seemed more excited about their targets than I did about mine maybe says more about the state of education rather than the appraisal focus.

Reflecting back, I now consider the teachers, walking out of their appraisals with a spring in their step, to be like children walking out of the cinema after watching ‘Star Wars: A New Hope’. Whereas I felt more like a depressed child crying all the way home after watching Luke get his hand chopped off in ‘The Empire Strikes Back’. It may be stark. It may appear bleak.  But it is exactly what it needs to be. I am slowly concluding that my appraisal targets for this year may be the best I’ve ever had.

Now all I need to do is make sure that, in a year’s time, my appraisal review completes the trilogy and the governors will celebrate ‘The Return of the Jedi’.

 

*Well, not the achievement targets; I still set those. ‘SLT scum!’ I hear some of you scream. Yeah, I know, I know. It’s old-fashioned, but it’s my school and I’m setting achievement targets.

Unrequited Love

When I first met you, you were, to put it mildly, difficult to like. Abusive, violent and full of hate. You spent your days under tables or chasing after other children trying to hurt them in any way you could. You didn’t care for your teacher and, as far as you were concerned, I was the big baddie. I knew your name off by heart by the end of the first week. By the second week people had already tired of you.

I read information about you and attended meetings that were about you. It was clear why you were abusive, violent and full of hate. You had no cause to trust a single person and yet your love for a parent who had spent your entire life teetering on the brink of total collapse was, in many ways, incredibly admirable. I knew that you were going to play a big role in my life for years to come.

And so you did.

I saw a lot of you in the beginning. We would, not through either of our choices, spend many of our days together. You, cross that it was deemed necessary for you to be away from others so frequently. Me, trying to understand you; trying to get you to understand the order of the world within the school gates. I never shouted. I never got cross. I even tried to help you to read, write and calculate – when you would permit me.

I put in place as much support as I could for you. But even the professionals would tell me that you weren’t ready for their help. Something I still don’t quite understand. How were you ever going to be ready? I worked with your parent and treated them with the respect many did not.

Gradually I think you and your parent began to trust me. I wasn’t the explicit baddie any more. But I was naïve. I mistook tiny tiptoes forward for indicators of future successes. Over time these giant strides of progress never happened. We just inched on. And there were so many setbacks. So many times when things went wrong. Other parents would meet with me, feigning sympathy for you whilst baying for your blood. I understood their concerns. I shared them. But nobody seemed content with the concept that you were complex and that you couldn’t be fixed.

I remember hearing a story about you. A story that, perhaps, demonstrates how your brain had been programmed from such an early age. You were playing ball in the street with a friend. There was a big container of white paint on the road. You aimed, kicked the ball, and the paint exploded. It went all over someone’s car. Your friend legged it home for safety. You, apparently, stood looking at the scene for a quite a while before walking up to the pool of paint surrounding the car. You stepped into the paint. You walked towards someone else’s door, leaving a trail of white footprints. When you got to the door you slipped your shoes off and ran, barefoot, away from the scene of the crime. That is how you survive.

Luckily for you, and me, the staff understand. They work hard for you. Over time, through a combination of pastoral support, good teaching and bucket loads of patience, you began to enjoy school. You began to make proper friends. You began to learn.

Gradually, I think, you began to like me. It was surprising how important this was for me. Maybe that’s stupid. Maybe that’s wrong. But I took it as a sign that I wasn’t wasting my time. You stopped lying to me. You shared things with me. We even had a laugh. Your armour, occasionally, came off, and it was wonderful to see you as a child.

You still made mistakes. You still upset and hurt people. You still got angry. At school, we could all see this against the context of your progress. Outsiders could not. I had meetings with people who were convinced you were still the same abusive, violent and hateful boy from years gone past. I stood up for you. I never excused you or let you off but I had your back. You will never know the total number of hours I have spent trying to protect you. Sometimes I wish you did. As if that would enable you to change quicker. But I know that’s just me being selfish. You will never know. I will work behind the scenes on your behalf and you will continue to do better and better.

And then events out of my control began to happen. Things happened to you, outside of school, that nobody would be able to cope with. I am in awe of your survival. I cannot begin to imagine getting up and going to work after putting up with what you have had to. And yet you do. You never want to talk about it. You want to put it in box and ignore it. You want to carry on as if nothing has happened.

And yet these experiences seep out of you. You have become more fragile. Not a word many people, who do not know you as well as I do, would use to describe you. But you are. Fragile. Vulnerable. Full of anger.

I can no longer work behind the scenes. I have had to, once again, become a more visible presence in your everyday life. And you hate me for it. I try to explain that if only you embraced the support we are putting around you, you would find it easier to cope at school, but of course, you don’t see it as support. And I understand that.

It is easy for you to hate me. You hate me because I am always there. You hate me because my school and my staff are never letting go. We are persistent and consistent and we will not give up. From where you’re standing we are easy targets. We will absorb all your hate and anger and we will continue to wrap our care around you. I won’t give up and leave a trail of your footprints to someone else’s door. I am not going to change, no matter how much that frustrates you. I will always be your champion because I know, only too well, how much you need one.

It will be hard, but, it won’t be as hard as being you.