MLE, 1:1 BYOD programmes, Dispositional Curriculums, new Timetables, new SMS & LMS, GAFE or Office365. All ‘new’ ideas coming into schools across New Zealand and all ideas being slammed by people because of the poor implementation.
Speak to teachers at conferences or scroll through any social media and read teachers comments. You will find teachers questioning or slamming ideas because of how they have been implemented at their school or a friend’s/local school. Teachers absolutely have the right to challenge the ideas being implemented but so many of these challenges are not of the ideas themselves, it is actually about the way they are being implemented.
Not enough PD or time spent helping staff upskill and see how they can best use *insert new idea here* is not a fault of the idea, it is a fault of the change management. Continue reading →
What if we all took on the challenge to see ourselves as “transitional educators” (or, the term we’ve used in this chapter, “future-building educators”)? What if we all saw our professional responsibility as being not only about supporting young people to plan for and create their futures, but supporting the whole system to move towards a new configuration that is more likely to build a better future for our selves and our environment? What might we do differently in our day-to-day work, or over the scale of a week, year, or a phase of our lives or careers?
An inspiring call to arms towards the end of this great book (full review coming soon). I feel this is what we are trying to become at Hobsonville Point Secondary School. What if we really all took on this challenge? What if this was nation-wide? Global even?