http://theteacherlounge.wordpress.com/

I will keep the site live for 6 months but you won’t see any further updates here.

I will maintain the “WA Teachers’ Lounge Facebook Page” for local content and “The Teacher Lounge” website will update my blogs directly to  the Facebook Page.

I am getting a lot of international interest on my blog so I have surrendered to peer pressure and changed the name to a more inclusive title!

Unfortunately, I was unable to secure “The Teachers’ Lounge” so we will be farewelling the apostrophe and the “s” … it still saddens me!

See you at the new house – though it LOOKS exactly the same

Paul Whitehead

I recently reflected with a friend that I recall my Dad having won a prize at his work (in the 1970s) – a hand-held calculator, with green lights! There was a huge controversy in schools about whether these devices should be allowed in mathematics classes. Similarly, the typewriter created controversy in its day, as it was seen as a ‘lazy writing tool’ ! We’ve come a long way in education.

It has been interesting to watch the evolution of the digital manifesto in our schools. Hundreds of thousands of dollars poured into 4 year turnaround devices (or less!) in order to ensure that schools are on the cusp of the education revolution – or at least – seen to be! Worse at times, is the competitive vying for digital one-upmanship which focuses little on the educational outcomes of the child, but rather the projected persona of the institution.

As a school administrator currently overseeing the trialling (2011) and roll-out of iPads (2012) in our Year 6-12 classes; I am very mindful that our curriculum responsibility does not end once students know how to use the devices and commence the interface with the virtual www superstore! But I do think this is a trap many curriculum leaders could fall into. The focus of time, energy and funding is very much on getting the digital mammoth established and packaging the pedagogy for quick sale.

… even as some parents and educators express unease about students’ digital diets, they are intensifying efforts to use technology in the classroom, seeing it as a way to connect with students and give them essential skills. Across the country, schools are equipping themselves with computers, Internet access and mobile devices so they can teach on the students’ technological territory.  (Click for full story)

I hear the concerns. It shrieks of “throwing the baby out with the bath water” and I am not immune to the need for reflection in this area. The questions are tied to other educational concerns in our community.

In the big picture, do we want students to do better academically or find and pursue their passions? I do understand that many educators would argue for both. The current educational climate is so centered on academic achievement and standards-based curriculum, I believe we need to make proactive, concentrated attempts to get the pendulum to swing towards semi-structured, open-ended, process-oriented and student-driven learning environments. Read Full Article

I’m challenged by that statement. Re-read that last sentence… NO – read it again. Do we do that? Do YOU do that? I like to think I’m an experienced educator but really, I’ve only splashed in the pool of “… open-ended, process oriented and student-driven learning…”

For me, 2011 has shown me there are deeper waters and 2012 will be a full immersion baptism! I’m excited by the challenge. I have always had a little quote on my desk - ”Lord, your sea is so great and my boat is so small”. Apt.

Perhaps our relationship with email and sms-speak is a part contributor… perhaps we have become too reliant on our spell checkers and we have no need to self correct?

I had fun with this idea a few years ago and came up with this little ‘sample letter’ for students so they could see the fault in relying fully on ‘spell checkers’ in their work.

Deer Mr Coper

Eye rely licked hour conversion these mourning.

Eye have don a spiel cheque sew their should knot be a miss
stake in these litter.

Mr Whyteheed

Whilst my letter is a bit of fun – this clip showcases the fun I could have had with it…

“Everybody is a genius. But if you judge a fish by its

ability to climb a tree, it will live its whole life

believing that it is stupid”

- Albert Einstein

The Facebook Page now has 270 followers and the WA Teachers’ Lounge website has had over 5,000 hits from its 52 posts.

It was interesting to see what stirred discussion and debate. The post on Student Learning and the two posts on Professional Learning Communities Part I / Part II, have been, by far, the most popular (over 1,000 reads) – perhaps only read by university students who needed a quick quote? I hope not.

Thank you for your loyalty to the website and the facebook page, I hope you will find it a great ongoing source of current news and views for your own knowledge and professional development. If you find a gem here now and then, please tell other WA Teachers about the site.

I had fun writing this a few years ago for an introduction to an article titled: “Why am I still Teaching?”. I haven’t revisited it for ages – hope you can read the tongue-in-cheek. Very different from my normal posts – hope you enjoy it!

“Hi, Mr W”

“Hi, Johnny – It’s great to see you! How did you go in your final exams last year?”

“OK, I guess. I haven’t really needed any of that stuff.”

“What do you mean?”

“I’m working for Diablo Steel Mining; 5 days on, 10 days off. They pay me $82,000 with accommodation and food included.”

“That’s great, Johnny – I’m really happy for you.” I repent for my lie on the way to the staff room.

Johnny’s spit balls are still on the roof of my classroom. Johnny wrote rude things in the dust of my Camry in Year 10. Johnny is now 18 and earning MORE THAN ME in the mining industry. Johnny is a moron.

I leave Johnny. I’m allowed to leave him all by himself now because he is wearing a “Visitor” badge. The school administrator obviously OK’d his pass. I want to write in the dust of the Administrator’s BMW – but I don’t.

The coffee jar is empty, I am on kitchen roster this week so I can’t be annoyed with anyone and that REALLY annoys me!

One of the photocopiers has “under repair” written on a recycled sheet of A3 and the other has been left to handle 62 copies of a 28 page SOSE booklet about recycling.

My one free period is replaced at the last minute by a compulsory relief lesson. I will be teaching “Sewing” to Year 8 boys (They call it something post modernist now but we all translate it back in our heads). They were going to ask a lady to do the relief but they didn’t want to appear to be sexist in their distribution of relief duties. I secretly wish Johnny was doing “Sewing” this afternoon.

Jessica Mildachophfski just spotted a spelling mistake on my whiteboard and even though Mrs Jennings has cancelled a meeting three times about her son’s lack of commitment – I will make time after school, before the new software training, to meet with her. 

I arrive home and find the credit card bill in my letter box. I have invested $127.50 in stickers, merit awards, lollies (don’t tell the P&C as they have just moved the whole school over to the Jamie’s Kitchen brigade), Second Hand DVDs, folders, notepads, posters, overhead projector pens, drawing pins and red cardboard for Valentine’s Day. My wife doesn’t say anything any more – she knows I NEED it. She says I should consider writing away for a grant from Diablo Steel Mining Company.

Before I go to bed I spend quality time with MY children. They are 2 of 120 I have spoken to today. I read the latest WA Curriculum Update (a daily review now) that I carry into the bathroom to read peacefully after dinner. I watch Biggest Loser and relate to it as meaningful television before I finish off my marking I didn’t get to do in the “Sewing” session.

My friends and relatives tell me how lucky I am to have 12 weeks off a year. That all teachers “…start at 9 and finish at 3 and get recess and lunch”. I don’t argue anymore.

1. Keep in mind that in many cases the parents are more anxious about meeting you than you are of meeting them. In a secondary setting; this may be the first time they have met with a LOT of teachers (in the case of Year 7/8 parents – they may be used to meeting 1 teacher only in Primary).
2. Ensure you make time for solid meal break – even if your timetable fills up.
3. Dress professionally and wear your name badge. You should also have a name sign for the table you are sitting at. You might want to have a bottle of water on hand.
4. Make a list of the things you would like to say and be prepared to write down things that the parent wants you to hear. You writing is a sign to parents that you are listening not just talking.
5. Once you have your bookings – ensure you know the parent’s correct names. It is embarrassing for you to say “Hello, Mrs Jones” when the parent’s surname is different – the correction is an awkward start. A hint I heard the other day is that it is useful to know the occupation of the parent (gives you a starting point).
6. Take the portfolios with you and a copy of your report comments/tick options/ marks book and program (don’t trust memory). Evidence speaks louder than opinion.
7. Find a “line” to get you started or else you will waste time in chit-chat. Eg. “How did you feel about, Johnny’s report?”, “I’m so glad we have been able to meet – what would you like to know?” – obviously you must come up with something unique or the parents will see that we are all saying the same thing. These ones are mine so you will need to develop your own… only joking!
8. Know the school’s assessment and discipline policy and have a copy handy to refer to.
9. Don’t talk about other students / siblings (unless the parent is there to see you about both students)
10. Don’t talk about other staff / classes that are not in your area of responsibility.
11. Edify your team, HoD’s / Administration, Support Staff and the Policies of the College. Eg. “Oh yeah – I don’t think the hat rule is important either” is not an appropriate comment
12. Sit close to someone more experienced and don’t be afraid to refer to others DURING the interview. Alternatively, it is acceptable to say, “I don’t know – I will find out and get back to you.” Of course – you then must.
13. Parent night is the night when your communication home up until that point blesses you. If you have phoned home (e.g. when a student performs poorly in a task) then you will be less likely to face an irritated parent. If the first notion that Johnny has not been performing well in your subject is from the report – you may have a fire to put out first.
14. Stick to the policies you have in place for your school/department – resist the temptation to offer exemptions / promises etc.
15. Stick to the finish time and have a finish line ready. E.g. “I realise we may not have covered everything but please feel free to make another appointment – I know be both have others to see tonight.”
16. Be aware of what is already “on offer”. E.g. “My Tutor”, “Departmental Tutoring”, “Departmental Support Websites” etc. Also, for special needs, we have a Chaplain, Careers Advisor, etc. Again, don’t promise on other’s behalf but you may refer.
17. Debrief – Self evaluate and be prepared to make suggestions on how the night could have been better for you / others.

 Hope this is helpful!

The current Australian context reveals a staggering agenda of reform in many areas of Primary and Secondary education (e.g. BER Funding, 1:1 computer programs, Australian Curriculum, The National Professional Standards for Teachers, etc.). Educational leaders are faced with the challenge of delivering a balanced menu of curriculum reform, legislative change, administrative procedure, policy update as well as ongoing communication of the philosophical/religious beliefs and values that underpin the community for which the organisation has been developed.

In our great endeavour as educators, to secure best practice which delivers effective outcomes for students; educational institutions, and those who serve within them, must work collaboratively through the toss and tumble of short to mid-term political agenda, to establish routines of cohesive practice that will position our learning communities to skim the cream of emerging insights, research and international best-practice.

Educational leaders and decision makers must also be prepared to invest time and money in effective, cutting-edge professional development for teachers. In “The Fourth Way”, Hargreaves and Shirley argue that schooling has slowly evolved in its structures of practice, from government funded, intuitively-lead foundations of teaching  (the ‘First Way’) to a system that is heavily laden with tight boundaries and “endless quantities of achievement/performance data so that short-term solutions prevail …”; the ‘Third Way’.

The ‘Fourth Way’ is a call to arms for a return to “… the magic and wonder … of teaching. It’s time to recover the missionary spirit and deep moral purpose of engaging and inspiring all our students. It’s time to put down the spreadsheets and look to each other … to show our true strength by learning to “let go” a little. Peter Senge presents a similar and powerful case, which speaks to the heart of the learning community’s culture – to release established beliefs about hierarchical leadership within educational (and other) institutions and embrace the value of an inter-connected, empowered, co-contributing community.

In developing a school culture of shared vision; open and collaborative learning; informed, research-rich discourse amongst practitioners, and accountable, open-door classrooms we must be committed to reinventing the tone, mode and method of our established communication pathways. Without a senior leadership agenda to commit to these ideals; teachers and middle-management can only aspire to achieve these objectives within their own spheres of influence. “… there is convincing evidence that teachers will reduce their overall involvement in work, in important quantitative (e.g., time, energy) and qualitative (e.g., commitment, caring) ways … as administrators tightened control over teachers, they tended to become less engaged, less motivated and less committed…” (Blase)

Sadly, for many teaching staff, the richness of an effective professional learning community may only be found within the micro-environment of their faculty rather than a school-wide experience.

For too long, schools have been subjected to workshop-centred professional development that only deals with the immediate needs of the organisation rather than working to a longer-term vision, professional learning which has been undertaken has been chiefly dominated by
curriculum reform and legislative agenda; in many ways these agendas have masked other priorities for learning development.

So how do committed, time-stretched leaders encourage genuine opportunity for the development of the Professional Learning Community?

Recommendations for Professional Learning Practices – Whole School

For many schools, an effective plan for professional development as part of a strategic approach to the development of the learning community has not been systematically developed. Frequently, schools have ‘grown’ stronger leaders through trial and perseverance and there needs to be a strategic solution that allows all stakeholders to be heard if the community is to move forward without casualties.

Ideally, these objectives could be achieved with consideration some of the following strategies;

• Evaluating the use of intra-school networks of collaboration, discussion and influence across ‘associated’ like-schools. The larger, more experienced schools, mentoring and resourcing (e.g. policy, documentation, marketing, shared resources, new teacher mentorship)through a structured development partnership.
• Consideration of a development fund or teacher scholarship program.
• An audit of professional learning priority in consideration of the strengths and weaknesses of the faculty/pastoral needs of staff and the needs that parents may need to access,  “Good governments do not merely tolerate and endure community organizing as a regrettable and dispensable distraction from learning. Rather they respectfully and continuously engage with parents and community activists to promote wider change strategies. More than this, they create preconditions that enable community organizing to flourish as an essential element of change…” (Hargreaves and Shirley)
• Use the current Australian Curriculum as a bridge of common cause to bring the whole school community together on a common project. It is an ideal opportunity for collaborative investment, auditing current delivery and sharing resources.
• Move Professional Development budgets and decision making procedures to faculty level.
• Empowering mastery – adequate provisioning for staff working out of their depth.
• Empowering open discussion.
• New staff induction and school-based mentoring program (outside of the WACOT arrangements) not just a structured appraisal
  system.
• A Required Reading File with ‘provocations’ for discussion in staff meetings / briefings.
• Recognition of professional learning practices and a ‘profile’ of learning by the school leadership. Opportunity for staff to succinctly provide team members with insights from their professional learning.
• Reflective practice – Asking for a brief ‘written reflection’ of how external professional development can assist the departments practice and what recommendations the participant would make to the school as a result of their attendance.
• “Modelling a Collaborative Approach”; here the focus is on the senior leadership who must model the desired approaches in “listening… inviting… initiating … managing … acknowledging” and rewarding collaborative process.
• Investing in a professional development ‘library’ of staff resources (parent resources / board members, etc.) on current practice (books, texts, DVDs, CDs, Research Papers), case study, exemplars, etc. and asking staff to propose purchases from their own reading/s. This could evolve into a Reading Circles project for staff development.
• Use of ICT resources to generate a staff professional learning ‘portal’ e.g. ‘schoology.com’
• Staff retreat / workshop that focuses on specific areas of concern to groups of staff by choice of participation.
• Automatic payment of subscription fee for peak association body membership within each faculty
• Self / Peer Evaluation with specific content questions related to current ‘tools’. E.g. “How are you as a teacher tracking on Professional Knowledge (Standards 1 & 2) of the National Professional Standards for Teachers?”, “How does your term one year 10 program synthesise with the expectations of the Australian Curriculum?” This keeps knowledge expectation at a reasonable pace.
• Visible documentation – Science and Maths Faculties may not be housed in the same office but we should have access to their ideas and offerings to find points of commonality within our curriculum that can serve one another.
• Mentoring other schools.

These proposals centre on a re-evaluation of corporate priority to community priority; to make the most of the constellation of educator-capital that has been demonstrated by committed and dedicated staff within the micro-levels of our schools. As leaders our attitude SHOULD be that … “In a time of great complexity and discontinuous change, a learning organisation effectively uses its sum total of organisational intelligence, which is exponentially greater than the sum of its individuals.” (Ryman)

Recommendations for Professional Learning Practices – Faculty/Department

In my opinion, the Departmental / Faculty policy document sets the tone and expectation for best collaborative practices that leaders want to see emerge within their department. This document should address;

• Collaborative marking practices for cross-marking of student work and the development of mentorship with teachers who are new to the teaching profession;
• Initiation of centralised course coordinators who oversee the management of the programs offered but work collaboratively through after-school meetings to synchronise assessment within the range of courses;
• ‘Go-to-mentors’ and passive observation schedules (of classroom practice) that encourage open-door practice;
• “Required Reading” file which not only included CC circulars or in-house documentation but the inclusion of current academic readings, new text reviews, best practice articles, web-links, etc. The file is open for all staff to contribute to and could be a starting point for discussion for each faculty meeting.
• Provision could be made for the department to create ‘team teaching’ opportunity in project based tasks (e.g. symposium, reading circles, etc.) allowing more experienced staff to work cooperatively through processes within a common class/context.

Related articles

• Professional Learning, STAR Teachers and the Road Ahead – Part 1 (wateacherslounge.wordpress.com)