Diving into the world of IB

 

Taking up a new leadership position in a new school can be an exciting and nervous time for anyone.  When that new school is in a foreign country on the other side of the world and operates under a completely different curriculum, it understandably comes with more nervousness than usual.  I found myself moving from a position I felt comfortable and confident in, to being a complete 'newbie' again, asking a lot of questions, needing a lot of support and most of all, taking a much needed journey into the learning pit again as I immersed myself into the world of Qatar Academy Al Khor and the IB - International Baccalaureate curriculum. 

I will start by sharing a little bit about my wonderful school.  QAK is one of several PUE (pre university education) schools that are part of the Qatar Foundation organization.  Qatar Foundation  offers primary and secondary education as well as higher education programs consisting of partnerships with come of the world's top universities as well as local Qatari universities, such as Carnegie Mellow, Georgetown and Northwestern Universities. Since it's launch in 1996, Qatar Academy PUE has grown to five Qatar Academy schools and eight specialist schools around the country.

Qatar Academy schools offer various programs for Kindergarten-Grade 12 students, ranging from IB-accredited school systems to specialized schools that ensure every child gets the education they need. Their programs encompass an international English-medium education, as well as strong Arabic and Islamic Studies, designed to push students to be critical thinkers and active members of society.

Qatar Academy Al Khor was established to serve the needs of the Al Khor community in the north of Qatar. We offer a bilingual program 50% in both English and Arabic and 100% of our students are Muslim, so while our staff are quite diverse our student roll is not, so we are very clear about the community we serve. Our stunning new campus was built 3 years ago and it is mind-blowing!  Coming from a small rural school in Canterbury, NZ that was 150 years old it was a total shock to see such a huge school with every possible resource you could dream of at your fingertips.  We currently have a roll of approximately 1300 students but are built for 1800.  I am the Assistant Principal with the responsibility for leading the Early Years team.  In my team I have 16 teachers and 16 instructional assistants - 50% English and 50% Arabic, with a student roll of 390 this year.  This is just for 3 grade levels - Pre 3 (3yo), Pre 4 (4yo) and KG (5yo).  Compared to my previous role as Principal of Southbridge School where we had 150 students and just 6 classes for students aged 5-10 years old, this has been a huge change for me.

One of very first things I needed to wrap my head around was the change from the New Zealand curriculum and I started working on this long before I arrived in Qatar. In fact, it started when I was offered an interview for the position. In preparation for the interview I obviously read up about QAK and was really excited to find they were an IB school as I had heard a lot about the IB program but had never taught in an IB school before, something I shared openly with the interview panel.  I did however share that in my research (see quote below) I could see huge similarities to the New Zealand curriculum which I know extremely well and shared my views and experience leading teaching and learning under the umbrella of the NZC.  This was enough to get me the job as the panel acknowledged that this type of experience would be valuable and easily transferred to the IB model.     

"Curricular Comparison ... researchers systematically analyzed the alignment of the written content of key elements of both the PYP and the NZC.  The curricular comparison revealed a pattern of coherence between PYP and MZC. The intentions of the two curriculums set out for learners, as well as themes, concepts, attitudes and values they promote, were found to be highly compatible with one another..."         https://www.ibo.org/globalassets/publications/ib-research/pyp/summary-evaluation-of-the-pyp-in-new-zealand-en.pdf 

After I was successfully appointed, my admin team at QAK, consisting of the Elementary AP and Principal and the PYP coordinator were super supportive and sent me several key documents to read over in preparation for my move to QAK.  The best source of current, relevant information about IB is to head directly to their website - https://www.ibo.org/. There is plenty of information there and I found myself diving into the PYP - Primary Years Program, focusing most of my attention on learning more about the Programme standards and Practices, the IB Learner Profile and ATL (approaches to learning) Skills. 

The PYP curriculum framework begins with the premise that students are agents of their own learning and partners in the learning process. It prioritizes people and their relationships to build a strong learning community.

PYP students use their initiative to take responsibility and ownership of their learning.  By learning through inquiry and reflecting on their own learning, PYP students develop knowledge, conceptual understandings, skills and the attributes of the IB Learner profile to make a difference in their own lives, their communities, and beyond.

The framework emphasizes the central principle of agency, which underpins the three pillars of school life:

• the learner
• learning and teaching
• the learning community.

After a few months of learning on the job, observing teacher practice and viewing planning and assessment I felt like I was finally beginning to fully grasp what it meant to be an IB school.  I also knew that when you feel like you are coming out of the learning pit, it is time to challenge yourself and take on some new learning to build on what knowledge you have now gained. I am not one to take the easy road so I thought my first taste of IB professional development should be something that will support me in my role as a leader in an IB School. I enrolled in the "IB Leading the Learning", a category 1, 4 week, PD course that focuses on developing your understanding of the IB philosophy and implementation. It was super challenging but also extremely useful and I would recommend any educator new to IB to enrol in the PD courses they offer.  I have set myself the goal of enrolling in two more next academic year, working my way up to Category 3 courses in the future.  

Wish me luck! 

Strategic Leadership for Principals Programme 2018

I am a self confessed 'learning junkie'.  I love learning - I constantly seek out new opportunities and challenges that will push me and help me to grow.  I won't lie, there have been MANY times when I get pushed so hard that I swear I will just chill and take things easy for awhile but it is never long before I start getting the urge to dive into something new.

At the end of 2017, a principal colleague told me about a possible opportunity coming to Canterbury in 2018 - The 'Strategic Leadership for Principals Programme - SLPP' .  I had heard lot's of great feedback about the Strategic Leadership for Principals’ Programme but had thought it was only available in Auckland.  SLPP is a 10-month, free programme that leverages cross-sector expertise to provide strategic leadership development and support for New Zealand principals. Needless to say - this immediately interested me and so I submitted an application to be considered in the first group of principals selected for Canterbury.

Last term, I was selected for the Canterbury intake for 2018, alongside 5 other fantastic Canterbury principals: Blair Dravitski - Linwood Avenue School, Anthony Faitaua - Rowley Primary School, Denise Torrey - Somerfield School, Andrew Leverton - Geraldine Primary School and Shane Buckner - Wairakei Primary School.  

So what is SLPP all about?  

[taken from http://www.springboardtrust.org.nz/programmes-our/strategic-leadership-for-principals-programme]

International research shows the pivotal importance of good strategic leadership for both improved school performance and student outcomes. 

The Strategic Leadership for Principals’ Programme is an action-orientated curriculum which helps principals build robust strategic plans for their school. 

Facilitated by senior business leaders and supported by skilled capacity partners, the programme is also designed to support each principal in their leadership development. Programme content is frequently updated by subject matter experts and tailored to meet the needs of individual participants by skilled facilitators.

Programme structure

In the Strategic Leadership for Principals’ Programme, we work intensively with cohorts of six principals over 10 months to develop strategic plans for their schools.

Senior business leaders facilitate a series of workshops in which principals learn about strategic planning in an education setting.

Peer collaboration encourages the development of problem-solving capabilities and the acquisition of new skills in an environment in which principals can speak frankly and openly.

98% of principals on the Strategic Leadership for Principals' Programme have indicated that they learnt a lot by sharing with other principals in their cohort.

2017 Programme Impact Report

A capacity partner is assigned to each individual principal through a careful matching process to further support them in the process of developing useful strategic planning skills. The capacity partner coaches the principal outside of the workshops to help them produce their own strategic vision, plan and goals that will address the unique issues they face in their school.

Capacity partners are drawn from a pool of knowledgeable skills volunteers with successful business or public sector leadership experience.

At the end of the programme, each principal has developed a three-year strategic plan for his or her school, a one-year action plan, and has gained an enhanced support network of peers and business people.

For more information, check out their website: 

Springboard Trust:  Strategic Leadership for Principals Programme

Capacity Partner 

I am thrilled that my mentor on this journey is Sarina Finucane, the CVP Manager (customer values proposition) for IAG.  We have lots in common but lots to learn from each other too. I am excited about participating in this awesome programme so early on in my principal career and all the learning and opportunties that may come from it! 

Reflecting honestly on my leadership practices...

Forgive me blog for I have sinned - it has been several months since my last post, eeek.

I wanted to write that and formally own that because I know how challenging it can be for our teachers to ensure they are reflecting regularly and analysing their practice on top of the day to day grind of teaching, managing, coaching, personal life etc and I am no different. I believe it's important for a leader to understand other peoples roles, their workload and what it takes to juggle everything and prioritise their tasks and that a good leader will role model this themselves. So, although my role changed last term from DP to Acting Principal, I didn't want to drop the ball and ignore my responsibilities to reflect on my own practice when and where possible.

This reflection is about my change of role. I wanted to reflect back after having been in the hot seat for several weeks and look firstly at what the change of role was like, what difference it made to my professional growth and development and what might eventuate out of this change.

To be quite honest, the change to acting principal was quite seamless in some ways. I was lucky enough to work alongside my last principal more than for them and so there was very little that I didn't have involvement in already as the DP. In saying that, there have been some small but noticeable differences. I felt more withdrawn from staff and students. A huge amount of the principal's work at our school seems to revolve around meetings. My role as DP was all about administration and relationships - staff, students and whānau. As acting, it was less of all of those things but a huge increase in meetings - CAIMS, cluster, CPPA, Ministry, Board, transition meetings and planning for the new principal and 1-1 family visits for new students looking to enrol. My admin dropped a lot which is nice but I seriously missed the daily connection to staff and students. Reflecting on what this means and what I have learned is that I feel that the principals role in a large school is often just as the face of the school. The person who fronts and speaks on behalf of the school. The only way you can be successful in this role e.g. being able to make the right decisions in the best interest of your staff, students and community, is if you know their strengths and needs really well. Herein lies the paradox - how do you know this crucial information really well if you are always off/busy in meetings? I can see how the disconnect could have serious repercussions for a school if the principal becomes quite distanced from the heart and soul of a school (kids and staff) that they then become the face and voice/decision maker about school issues they may not know enough about. This of course will lead to disillusioned staff, poor resourcing, lack of communication etc. The challenge is maintaining the vital balance of being available to and engaging with your school community while upholding your responsibilities to the external groups. How I dealt with that challenge was through calendar scheduling (critical in this role) and blocking out time for anyone who asked for it. I also continued to keep my door open at all times when I wasn't in a meeting which is what I have always done as a DP. I don't know how feasible that would be if I was in the role full-time but for 1 term I was determined to keep that tikanga going.

In relation to what difference this change has meant for me professionally and personally and next steps, I am grateful to have had the opportunity. It did open my eyes to some of the challenges and possibilities of being a school principal and it has made me carefully consider if this is something I want going forward. Being the principal of my current school was appealing because I know and love our kids and staff. But what would it be like at another school? I also know that the demands on your time can leave very little for your own family and personal health/fitness if you allow the balance to be one-sided. So yes applying for principals positions make sense in terms of a next career step but that would depend heavily on the school, the location and the school community. People are important to me and make it either really worthwhile or really hard work! I won't be rushing into anything but am a firm believer I will make the right decision about my next career move when the right opportunity comes knocking. Although I have only been here at my current school for almost 2 years, both as DP and then as acting principal for 1 term, I aim to add some value to the school in some way and that is my priority and goal for now.

Another key reflection around my leadership practices occurred earlier this year while I was away at a leadership hui in Auckland and I was able to reflect on some of the areas of my leadership I feel need to be developed.

While attending the hui we were working on some activities to identify our leadership style. One of the key breakthrough a-ha moments for me was when I was becoming frustrated that there were some issues happening back at school. I was being emailed or rung about about how to solve an issue or just being kept in the loop. This is a good thing in some ways e.g. open communication etc, but I also reflected that I seemed to be often needed and contacted whenever I am off site. The facilitator of the hui did a great job of challenging me about why staff were emailing, ringing me and made me turn it back to myself and have me consider whether this was about the confidence and competence of staff or more about my leadership style. Have I set up systems and organised things so that I am the one needed to make decisions or act, rather than empowering others to be able to do that?

I have always known I like to get things done and can sometimes think 'I will do this myself because I want it done a certain way or by a specific time'. Although I of course want to be consulted and informed of key issues, I need to build the skills and capabilities of others to be able to address issues effectively, whenever I am unavailable or they are in the right position and capable of doing it themselves.

We have structured the leadership team for this to happen specifically around behaviour, but I can see the need to ensure this becomes more widespread. Even the example of our Monday morning admin meetings, where I am always the one to set the TV up, run through the agenda and lead the discussion. I noticed that if I am late and I assume when I am not there, no-one really takes the initiative to lead this themselves. Not because they cant, but perhaps because they see me doing it and assume it needs/should be me, when in reality, it doesn't.

I like to think I can help everyone and want to reduce the workload for teachers as I know they are so busy and appreciate any support they can get, but often this means that I rush to step in and 'fix' things for them, rather than with them. I need to ensure my inner control freak is kept under control!

One of my next steps is to hunt out opportunities to openly encourage other people to step up and problem solve, take on small but key leadership responsibilities or make important decisions themselves. When staff come to me and ask me to 'fix' something, a key statement I will use from now on will be "Thanks for sharing this issue with me, how can I help you to resolve it".

Lifelong learner in action!

I have a passion for learning that has been with me right throughout my life.  And because of this, I have not gone longer than 1 year without doing some kind of personal study or learning since I started kindy. Some might say I am a glutton for punishment, which is true, but the truth is I get restless easy and once I finish or achieve a goal, I am eager to begin the next.  So when I started my Masters of Education in 2010, I knew that I would keep going, (even with several new jobs, new babies and new houses to deal with) until I graduated and received the qualification I have spent thousands of dollars and I don't want to even acknowledge how many hours on!

This year I am studying part-time again as I am working full time.  All going well, come December, I will have completed my Masters of Education!  The reason I am sharing this with you, is firstly to promote lifelong learning as adults and the continuation of study through the varied institutions available.  Secondly, one of my papers that starts this term, requires me to blog about the course learning so rather than start a new blog, I will be blogging right here as it fits perfectly with the kaupapa of 'learning out loud', links directly to my work at Cobham as well as my obvious interest in educational change, the effective use of digital technologies and a shift to 'modern learning pedagogies or practice'.

Have I hooked some of you?  If so, here is where you can find out more about the two courses I am completing this year through the University of Canterbury:

EDEM682 - Transforming Education in Canterbury

EDEM630 - Change with Digital Technologies in Education

Check it out and perhaps think about taking the dive next year yourself....I know you are busy, we all are, but the challenge, the achievement and the learning experiences are worth it.  Be a role model for your kids, push yourself, make it happen and share your learning!