First of all, let me say that I think most members of senior leadership teams within schools do the job for all the right reasons. They do it because they care about students and their futures. They do it because they care about staff and their professional development and personal well being. And they do it because they are confident that they can help schools, students and staff achieve success through their ability to set a strategic direction, lead people towards it (sometimes from the front and sometimes from the rear) and manage the clearance of the pathway that might hinder others on their journey.
However…
It’s a big however, hence the pregnant pause.
However there are times when we do ourselves no favours in the eyes of others, most notably staff at our schools. There are times when we allow our leadership team meetings to become echo chambers to ‘good ideas’ or ‘new initiatives’ and lose sight of those who have to implement them. There are times when we allow our separate roles within our teams to generate rolling programmes of work that even the most diligent of teachers can’t keep up with. There are times when we talk about teaching, learning and assessment from the comfort of significantly reduced timetables (and I don’t for a minute think that most SLTers do nothing with this time) without reflecting about the impact of this ‘lead teacher’, look-at-how-good-I-am role modelling on staff with less than one free per school day.
Most of all though, there are times when we simply forget to listen: when we are too busy talking to do so; when the degree of physical separation from the staffroom (often because we are out on duty) means we are too busy to hear; when we are too fixated on the future thing to listen to the present thing. I call these our Mosquito Moments after the worst decision I was ever a part of as a member of an SLT at a former school.
A teeny bit of context about the school. We had made the decision to restructure the school day in a way that meant that there were rolling lunch breaks, so that teaching was going on in some places of the school at the same time as significant numbers of students were on their lunch. The assumption was made somewhere along the line that the students having their lunch would naturally gravitate towards the cafeteria (never the canteen despite its canteen-like look, canteen-like service and canteen-like food). Oh how foolish we were. Since when did kids ever naturally gravitate anywhere?
And so it came to pass that we found ourselves as an SLT facing a staff meeting and a host of emails where people were complaining because they had hordes of children hanging around outside their classrooms while they were teaching, opening doors randomly, yelling randomly and sometimes even just having fun randomly in the vicinity of classrooms. Teaching and learning was being badly affected and staff morale was progressively sinking. We had to act.
Oh and how we acted. We spent a number of hours as an SLT talking and talking and talking about it. We didn’t really listen to the staff. We didn’t really listen to the students. Why would we? We had all the talent and leadership we needed in one place and in one team. As a result we generated page after page of ideas of how we could right this wrong done to the learning of students. So many ideas in one place, but one of them struck us as the perfect solution: the idea of all the ideas. It was simple (check). It was proven (check). It was a new technology (check). It was not staff-intensive (check). It was brilliant (checkcheckcheck). It was the Mosquito. It was a Mosquito Moment.
For anyone who doesn’t know what the Mosquito was (surprisingly enough it’s hardly heard of these days) follow this link, read and be horrified. Oh yes we did. We agreed to buy a number of devices that emitted annoying sounds so high-pitched that only young people could hear them. We had them fitted outside the classrooms where students were gathering to disrupt learning. We turned them on at lunchtimes to drive students away from the learning.
I cringe every time I recall this, and so I should. I shrivel a little when I think that I was part of a team that decided to do this, and so I should. I wither when I reflect that I didn’t speak up and didn’t consider the lack of humanity in the choice of solution we came up with, so fixated was I on the yes-we-can nature of the solution, and so I should. The only positive I can draw from it is that nowadays every decision I am involved in making is subjected to the ‘Mosquito Moment’ trial to ensure I never have I cringe, shrivel or wither at another decision in the future.
The truth is that when senior leadership teams get so caught up in ‘doing the right thing’, a groupthink mentality can prevail and all sense of rationality and perspective disappear. Once the Mosquitos were installed it quickly became apparent that the students hanging around outside the classrooms didn’t like it and moved on, which we thought was a good thing. But it also became clear that students in classes (and even some of our younger teachers) were finding it affected them, making them nauseous and headachey. You’d have thought that would have made us stop and think immediately. But no. It simply became yet another challenge to the skills of our leadership. We turned them down. We altered the frequency. Sometimes we even berated the teachers because we couldn’t hear the noises that they were hearing. Or rather we couldn’t hear the noises that they were making.
I still remember the meeting when we finally stopped and listened: when we finally heard the cacophony of voices that were shouting at us to turn the bloody things off and throw them away. It felt like our ears had just popped and we looked around and felt instantly shamed by the stupidity of our actions. It was instantaneous and it was the most humiliating feeling of self-realisation I have ever had as a school leader. I will never forget it, deliberately.
And so, if you are a member of a senior leadership team gearing up to make a contribution to #SLTChat this Sunday evening, I present you with two flipped challenges
The first is this: What is your historic ‘Mosquito Moment’? When have you made a decision that you have regretted? How did you finally learn how to hear again?
The second challenge, and the most important one, is this: What is your current potential ‘Mosquito Moment’? What ‘great ideas’, ‘new initiatives’ and solutions are you working on that might be leaving your staff or students confused, confounded or cold? And what can you do to hear their voices clearly?
The reason I ask this is because I think that #SLTChat is an amazing forum for senior leaders to listen to what others think about their incomplete ideas or unfinished thinking. Too often, though, it can come across to me (and to a great number of non-SLT teachers if my timeline is anything to go by) as self-congratulatory and over-confident in a way not intended by its participants, but nonetheless there. And in such a forum, with people having multiple ‘Mosquito Moments’ the buzz can be deafening.
Instead of taking time during this week’s #SLTChat, which I am hosting, to tell others about what you have done and how good it was, can you instead take the opportunity to seek advice from others (particularly those many contributors and lurkers who are not on the leadership scale), ask questions of and challenge each other and generally look to make humility your watchword for the duration of the chat.
And whilst I am straining courtesy as far as I can, may I also ask you to focus on your leadership role rather than your teaching role. For whilst we all agree that it is a good thing that senior leaders teach and teach well, it is far more important to us all that leaders create the conditions in which others can flourish. By showing this level of humility in your own practice and confidence in the practice of your colleagues (real and on twitter) you will be more likely to create a real buzz about learning, the kind of buzz that doesn’t make others feel nauseous and headachey. In short, you won’t be having a ‘Mosquito Moment’.
stevetosin
November 23, 2012
Reblogged this on stevetosin's Blog.
Helen Rogerson
November 25, 2012
Well put. The example highlights the issues with a cliquey, echo chamber slt well.
I actively avoid twitter around the times of #sltchat and never look at the hashtag at other times. For me it shows the worst aspects of both teaching and twitter.
#sltchat doesn’t feel like a community for sharing the very best practice. It feels like I am in the midst of my year 6 class while they all vie for my attention by telling me either nonsense they’ve dreamt up or science they can’t possibly understand. (They do this a lot and it is sweet, but not for adults claiming to run or want to run schools).
What worries me is that those twitter users who contribute to #sltchat also vote for the topics. So are they deliberately voting for topics they can boast they know loads about? Or worse voting for topics they want to learn about and then boasting about the very approach they don’t have confidence in.
If you are an slt member contributing to #sltchat and not asking questions of the other #sltchat contributors then you are making your school look bad in my eyes. I have worked in too many schools having “mosquito moments” to walk wide-eyed into a job in another one.
As I said above, great point well made. I hope #sltchat can evolve into a forum where slt members can share and learn from each other through discussion.
kevenbartle
November 25, 2012
Could not agree more with you.
l4l1
November 26, 2012
I am not that familiar with #SLTchat as opposed to #UKedchat but would think that once #SLTeachMeet gets going people will be able to meet up and thrash those things out face to face. There may be more time for more considered discussion and reflection in more of a “real world” context. Don’t forget this medium is new and the protocols and perceptions on how to use it are changing day on day, week on week. What is apparent is that people are joining together and surely that is a good thing – how you tweak that is up to you as a community. Choosing to opt out because of perceptions about participants’ motives or actions isn’t good enough – challenge them and reconfigure them in the light of experience. Ad hoc forums are never going to be perfect but they are a start. Yes, there is the danger of an echo chamber but I have been tracking how teachers have been coming together online and it is interesting to see these comments emerging now – I quite agree things will not change unless you take an active interest. And that does mean getting involved but in a constructive manner surely? Being dismissive will simply further alienate and polarise fellow professionals and if people are serious about using online resources in pragmatic and focused ways then rol up your sleeves and change things. I do believe this medium can bring benefits but it does need to be more sophisticated than at present – so how do you go about that?
kevenbartle
December 2, 2012
I agree with you and think you may have misunderstood me. I hosted #sltchat last week exactly for the reasons you said, the need to change from within and build on strengths whilst ironing out weaknesses.
kevenbartle
December 2, 2012
Thank you. Very positive feedback. We do have lots of autonomy coming our way. Time to use it wisely and creatively methinks.
l4l1
December 2, 2012
Yes I often get hold of the wrong end of the stick – it’s the curse of Social Media, quick browsing and not enough time to collate all the viewpoints within context. Any counter to an echo chamber is much needed at this point for things to evolve.