I've just finished reading
'Professional Capital' - Hargreaves and Fullan.
Here's a summary of their 'Action guidelines' - concrete actions for implementing change. I found it to be a refreshing look at what's happening in schools. I count myself lucky to be in a school at the high end of the scale where professional capital is really valued over business capital, and where people count.
Become a true pro
This is not a temporary fix, or a quick course you can take. It means following the latest research, inquiring into your own practice to see what works and what could work better. It’s an investment of time and energy into study, practice, collaboration with colleagues - an investment for yourself professionally and for the students you teach.
Start with yourself - examine your own experience
How do we examine our own practice? What steps can you take to deepen your commitment and expertise? When did you last undertake professional training at your own cost or on your own time? Is what you are doing working - and how do you know? Have you shared recent learning with your colleagues? State 3 concrete actions you could take to become more effective - at least one that you can take alone and at least one which will involve one or more colleagues.
Be a mindful teacher
Do you check that your classroom is authentically aligned with your own beliefs and values? Do you proactive STOPPING, by meditating, by listening to music (and doing nothing else) or by connecting with nature? If not, how do you gain or maintain perspective? How open-minded are you? (Do you stereotype or stigmatize superiors or colleagues? Or do you try to empathise?) Do you invest in developing your own personal expertise beyond the school day? Do you sit with colleagues and take collective responsibility for students you share?
Be mindful - begin with yourself.
Build human capital through social capital
Do you have an inventory of your strengths and weaknesses - would you feel comfortable discussing areas for growth with colleagues? When did you last observe a colleague teach, or invite one to observe you? Have you, as a team, attended and PD and, as a team, tried to apply some of the thinking you discovered? Have you moderated your marking with colleagues? At social events, do you sit with and talk to teachers you normally don’t work with? Have you connected online with other learning communities in any form?
All these things build relationships, networks and understanding - social capital.
Push and pull your peers
Do you talk to colleagues about your own growth? Do you enthuse about your practice and encourage others to see what works well in your classroom? How much do you trust the professionalism of those you work with?
Invest in and accumulate your decisional capital
What decisions do you currently control in your teaching, your school and your broader professional life? What small steps can you take to increase your decision-making scope? How many opportunities have you had to give and receive professional feedback this year? this semester? this week?
Manage up
Do you see contact with managers as an opportunity to gain support, or as meetings to endure? Do you seek out managers’ opinions or feedback on your work? Do you offer feedback on your managers’ decisions (specific instances or general)?
True professionalism is about taking charge, in relation to colleagues and superiors, as much as with children.
Take the first step
One definition of leadership is doing something first, before anyone else does it. Is there something worth starting in school that you could initiate? Can you ask for as well as offer help to colleagues? Is there anything you have been waiting for to change that you could actually get change started in?
Surprise yourself
Teach something new. Try a technique you’ve never used. Ask for a move to a different subject/grade level - even if it scares you. Initiate a team-teaching project with someone you don’t normally work with. Reach out to networks beyond you school. Visit another school whilst on holiday.
Connect everything back to your students
Is student learning front and centre? Is everything you do about how students learn? Is you current learning affecting student learning in your classroom - and how do you know this? When was the last time you had direct feedback on your teaching from your students?
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