Marist Leaders write about the practice of Educational Leadership
Brian, Megan, Jennifer, Fintan, Loretta, Leesa and John
Marist Educational Leadership Best Practice Forum
Weekend 1
During the first weekend of our Marist Educational Leadership Program (MEL 2018), participants were asked to contribute their questions at the conclusion of Day 1. The respective responses were offered by other participants the next day. The group affirmed both questions and responses.
How do we best to create a low stakes environment (Brian Shaw)
A low stakes environment is one where we can set goals that are achievable and allow these to build into a knowledge and skill that develops over time. So how can we achieve this? Here are some thoughts:
· Allow students to fail in the smaller tasks because it is in failing that we discover our weaknesses which can then find solutions;
· Build scaffolding and tasks that are doable and progress in difficulty;
· Remember that all innovations come from failure’
· Communicating with parents and informing them about why failure is important and do not blame;
· Teach perseverance in students so that failure is acceptable;
· Set up a non-threatening environment for students and parents; and
· Show that your failures lead to learning.
How do we develop a balance between learning and performance? (Fintan Keane)
We are always learning and, as leaders, we can find ourselves always performing. Through trial and error, we can practise consciously taking time to “switch off” (especially when we are home) so that we can reflect and increase self-awareness. This will give us space for deep learning and a break from performance mode.
How do we develop a growth mindset amongst Colleague’s communal approach? (Loretta McNaught)
Dr Carol Dweck from Stanford University warns of the dangers of a fixed mindset where leaders assume a position of authority and determine all change within an organisation. Workers in an organisation, led by a fixed-mindset, become anxious about what the boss thinks and strive to please leadership, rather than focus on real innovation and constructive growth. Dweck refers to the power of ‘yet’ and suggests the phrase ‘not yet’ indicates that one is on a learning curve.
In order to promote a growth mind-set within an organisation, Carol Dweck suggests rewarding effort, strategy and progress. This growth mindset promotes greater learning and perseverance. Learning and perseverance need to be part of your school’s values. Skills are learnable and it is essential that leaders believe that this is achievable. Leaders must support learning and invest in time and resources to encourage a growth mindset, not only in students but also staff.
References:
Farnam Street. (2018). Carol Dweck on creating a growth mindset in the workplace. [ONLINE] Available at: https://fs.blog/2016/11/workplace-mindset/. [Accessed 5 August 2018.]
Mindsetworks. (2018). Decades of Scientific research that started a growth mindset revolution. [ONLINE] Available at: https://www.mindsetworks.com/science/ . [Accessed 5 August 2018.]
How do we use language today as leaders? (Megan Finnigan)
The answer to this question is not a simple one, but is something we need to consider when communicating with others we meet in a school setting. We need to consider modelling and encouraging positive communication styles. We need to ask questions of ourselves such as “Do I use positive language that clarifies, motivates, and inspires?” It is important that we make others feel respected and valued. Use words of inclusion, e.g. “team”, “our”, “colleagues”, “teammates”. Use words of empowerment, e.g. “targets”, “goals”. Use words of success that energise others, e.g. “performance”, “achievement”.
How does Champagnat’s approach offer us strategies to deal with parent disengagement? (Leesa Callaughan)
To answer this, we must understand some of the reasons why parents are disengaged and then move to how Marcellin’s practice could possibly re-engage them.
Firstly, we need an awareness of where these parents are in their own life experience. They may be reliving their own school experience through their children’s difficulties. Champagnat went to the hamlets and visited the children in their homes. In reading his letters, Marcellin was the child’s advocate between the authorities, the brothers, the community and the families.
Secondly, we need to rise above their perception of us as educators and leaders. Sometimes these parents may be suspicious about teachers and school leaders. As students, they may have come across school structures and settings that alienated them from learning. To aid this, we could emphasize that their children’s connection to the school and their subsequent success, will only serve to empower their children, making them more self-confident and better able to deal with the challenges of life. Marcellin’s belief of “love them all and love them all equally” supports the disengaged; they felt valued and worthy.
If we live our dedication as teachers and leaders, the disengaged parent may see our genuine wish to help. These parents have been told about their child before—probably regularly. We need to show the parent how much we care for their child, how their child’s success matters to us and to the entire school. Marcellin, through his love of work embodied this; he placed himself at many different levels. He presented as the builder on the roof with the dirt on his hands, the educator and the compassionate friend. No doubt, he had those spontaneous student conferences, as he saw parents in his daily life. These would have built trust and availability. We can achieve this in a similar manner with a phone call home to celebrate a student’s success or to help the student find the right school co-curricular activity to join.
Finally, I believe it essential to adapt yourself to the perspective of the parent.
Often, an unfortunate reality of schooling is that few teachers and school leaders have ever truly struggled in an educational setting. However, the disengaged parent may have. Interestingly, Marcellin did struggle; he left school after one day and did not want to go back. Marcellin liked to work with his hands and at times found the work hard. We can take the awareness of his walking in their shoes as a great example of his understanding of the human condition.
Unfortunately, some teachers place judgments on the parents. I find it hard to believe that parents knowingly allow their children to falter in school, but I have come to learn that they usually do not have the skill set needed to help their child. It is our responsibility to help parents develop those skills.
Once engaged, parents sense a stronger parent-child connection. Getting parents engaged is a significant part of the picture with a successful and satisfied student at the centre, which was Marcellin’s belief and focus.
Grey Areas: Questions and Responses from Weekend 2
Participants identified some grey areas in leadership, workshopped some responses and then wrote up their preferred resolution option/s. The contributions are in the voices of each participant.
Brian and Megan
