Wayne Freeth University of Canterbury, Christchurch, New Zealand with Vanessa de Oliveira Andreotti University of Oulu, Finland
This case study explores the challenges for school leadership posed by the New Zealand Curriculum (NZC) (2007), and investigates some implications for practice. The study is situated within the wider Teaching and Learning Research Initiative (TLRI) project, ‘Shifting the Conceptualisation of Knowledge and Learning in the Integration of the New New Zealand Curriculum in Initial and Continuing Teacher Education’ (Andreotti, Quinlivan, & Abbiss, forthcoming) which examines shifts in educators’ understandings of knowledge and learning in the implementation of the NZC in nine settings within initial and in-service teacher education.
The theoretical framework of this project draws on the work of Gilbert (2005) with reference to the ‘knowledge society’. Gilbert challenges long-held views about education and knowledge, making a distinction between knowledge conceptualised as a noun and a verb. In her outline of the differences, knowledge conceptualised as a verb is something we do something with, rather than something we have; it is linked with performativity rather than truth, and it is more like an ‘energy’ than building blocks that can be accumulated. This has several implications for the area of leadership. Knowledge conceptualised as a noun tends to enable autocratic and bureaucratic styles of leadership, while knowledge conceptualised as a verb may enable democratic, distributed and transformational styles of leadership, which are necessary for the effective implementation of the NZC, particularly in terms of the principles of inclusion and community participation in the co-construction and the co-ownership of the curriculum. Another important aspect of the NZC that is emphasised by the conceptualisation of knowledge as a verb is the role of teachers as leaders in the construction of the curriculum and in responding to the needs of diverse students.
My reflection:
I agree that I see teaching as a verb not a noun. A noun inplies i have the knowledge and it must be passed to the students. Wheras the idea it is a verb inplies that it is something we do, co-construct with the children. That is the design of our curriculum in Te Waahi. Furture focused pedagogy.
I agree with Wynne (2001) who has a definition of teacher leaders. This definition shows that all teachers are leaders in their class. They question and challenge, they share knowledge, frequently reflect on what they are doing and is it on the cutting edge. We see Vanessa and samdra in Te Waahi doing this. They are role models for the other areas of the school. These teacher leaders "are risk takers who participate in school decisions" Our challenge at Tuakau School is how do we get all the staff opportunities to take these risks. What do we need to take away to allow this?
Looking at table 1:
Table 1 Summary of characteristics of principals who promote teacher leadership
Make space for individual innovation Create opportunities for individual expression; encourage identification of – and confrontation of – institutional barriers and
Know when to step back Demonstrate trust; illuminate how power can and should be distributed; acknowledge the importance of the individual professional; attest to the central place of teaching in school decision-making
This is what was done by leadership on our TOD. Teachers were asked to smash the ceiling. To try in term 4 innnovative things and we would take some of the barriers away like the National Standards pressure. We want teachers to feel like they are leaders in their classrooms and they can explore, trial and innovate.
What we still need to work on though is "Pose difficult-to-answer questions. Heighten the level of professional dialogue about educational practices; encourage individual commitment from alienated teachers"
This is important because we have teachers that are alienated and we need to question the practices, find out if they understand the research and reasons behind decisions. Do they fully understand the vision for Tuakau School. Has the strategic direction been clearly expressed??
I love this table and think it could be used to unpack this concept with staff and to reflect on where we are currently in terms of this.
The characteristics of ‘communicating a strategic intent’ and ‘knowing when to step back’ (Crowther et al., 2002) emerged in the notion that ‘anyone can be a leader’ in the school, although notions of control and regulation (based on expert or hierarchical authority) could still be simultaneously present: The role of the principal is pivotal. As Viviane Robinson research suggests, where the Principal takes and leads PD …. there is a big impact [Robinson, 2007]. The principal must be empowering and give opportunities to the middle leaders. Someone with no position of leadership can step up and take a role. The principal does not need to be the font of all knowledge but needs to be familiar enough to direct staff. The principal needs to ensure there is a strong evidence base to teacher’s work and decision making. The principal has a role to stand on the balcony and to look further out (not as a superior) … to take time and reflect and look to the horizon while other teachers are busy with business as usual . . . and see what is ahead . . . what the next move is going to be (Principal 3, interview 2) pg 12
I have been reflecting on this paragraph. "The principal needs to ensure there is a strong evidence base to teacher’s work and decision making." This is something I want to talk to teachers about in their appraisal meetings this week. I want to discuss what evidence base they have for some of the decisions they have made in their classroom" Why are they doing maths a particular way in their classroom etc"
Table 1 Summary of characteristics of principals who promote teacher leadership
Make space for individual innovation Create opportunities for individual expression; encourage identification of – and confrontation of – institutional barriers and
Know when to step back Demonstrate trust; illuminate how power can and should be distributed; acknowledge the importance of the individual professional; attest to the central place of teaching in school decision-making
This is what was done by leadership on our TOD. Teachers were asked to smash the ceiling. To try in term 4 innnovative things and we would take some of the barriers away like the National Standards pressure. We want teachers to feel like they are leaders in their classrooms and they can explore, trial and innovate.
What we still need to work on though is "Pose difficult-to-answer questions. Heighten the level of professional dialogue about educational practices; encourage individual commitment from alienated teachers"
This is important because we have teachers that are alienated and we need to question the practices, find out if they understand the research and reasons behind decisions. Do they fully understand the vision for Tuakau School. Has the strategic direction been clearly expressed??
I love this table and think it could be used to unpack this concept with staff and to reflect on where we are currently in terms of this.
The characteristics of ‘communicating a strategic intent’ and ‘knowing when to step back’ (Crowther et al., 2002) emerged in the notion that ‘anyone can be a leader’ in the school, although notions of control and regulation (based on expert or hierarchical authority) could still be simultaneously present: The role of the principal is pivotal. As Viviane Robinson research suggests, where the Principal takes and leads PD …. there is a big impact [Robinson, 2007]. The principal must be empowering and give opportunities to the middle leaders. Someone with no position of leadership can step up and take a role. The principal does not need to be the font of all knowledge but needs to be familiar enough to direct staff. The principal needs to ensure there is a strong evidence base to teacher’s work and decision making. The principal has a role to stand on the balcony and to look further out (not as a superior) … to take time and reflect and look to the horizon while other teachers are busy with business as usual . . . and see what is ahead . . . what the next move is going to be (Principal 3, interview 2) pg 12
I have been reflecting on this paragraph. "The principal needs to ensure there is a strong evidence base to teacher’s work and decision making." This is something I want to talk to teachers about in their appraisal meetings this week. I want to discuss what evidence base they have for some of the decisions they have made in their classroom" Why are they doing maths a particular way in their classroom etc"
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