OU courses for Governors

Well, as trailed a couple of months ago, I am back! I am now a member of an IEB for a failing primary school in Bradford. They are on the recovery path and I hope to be able to add something by way of my leadership and business expertise.

I was pleased to hear that Bradford is willing to use IEBs - it seems to me that when a school enters Special Measures there is a prima facie case for getting rid of the current Head and Governing Body, after all who else can be held to account for a failure of leadership and management? Not the pupils, that's for sure.

Anyway, as I was trailing through some stuff I found out that the Open University are offering a huge range of FREE courses in governance - check this link out (they are about half way down under "All Units in Education - Education forum". Gotta be worth a go!

I may be back!

Well, after a bit of a break, I have been approached about the possibility of joining an IEB for a VERY local primary.

I have always been a fan of IEBs in principle - after all, if a school fails Ofsted then there is surely a prima facie case that the leadership has failed the pupils and should be removed. The same, of course, applying to the Head.

Looking forward to developments....

It's all over now - or perhaps 'for now'

Well, last week I resigned both of my governorships. Sometimes, you just have to focus on other things and I would rather not do the role at all than simply turn up every few weeks for a meeting and then ****** off again - for me It's a full committment or nothing.
I did this with much regret, yet in the knowledge that both schools are now equipped with great leadership, great staff, great kids, great pupils and a great chance of even more success in the future.
I have really enjoyed my latest stints as governor both giving and learning (mostly about patience!) in a new environment.
So, no more entries for a while - be well and keep up the good work...

The role of students in recruitment

The NASUWT recently published some data on teacher's responses to the use of 'Student Voice', so I thought I might write up my current views on the topic.

Students are the primary recipients of teachers' practice and wisdom, teachers need to be respected by those pupils (it's earned, not granted by right of position), need to be able to communicate effectively (the meaning of a communication is the response you get) and to be able to engage students when either or both are stressed.

Why should those recipients (we would call them customers in a different environment) not be involved? I used to involve my staff in decisions about their peers and theri bosses - they had to work with them so let them have a voice.

The challenge then becomes how to engage pupils most effectively in the process and how (much) to value their input in the final decision. That might be the topic for a separate blog, here I want to stick with the principle of pupil involvement.

Obviously a teacher liked by the students but who has no technical knowledge or teaching ability would be no use, equally a teacher with the best knowledge and teaching credentials would be no good if they could not actually enage the students. Would you employ a great teacher who could not communicate effectively with their peers (or 'subordinates' if they were seeking a management role)? I hope not. Likewise someone who comes across well to the interviewers but cannot connect with the kids is likely to be a weak link.

The students have their place in the process, as I said above, the challenge is to give them the right place and weight and to equip them with the right tools to be abel to contribute effectively (and what a useful skill that will be in theri futures).

Putting your head above the parapet

I have had a couple of conversations in the last week about the benefits and dangers of putting your head above the parapet, so thought I might share my thoughts on the subject.
Sitting back and just letting things happen whilst we keep our thoughts, supportive or critical, does not come naturally to some of us - and just as well too because if all governors did this we would end up with passive nodding dog governing bodies. So some of us routinely speak out, sometimes being deliberately provocative in order to generate debate - we 'put out heads above the parapet'.
One consequence of this is that we become targets for others who disagree with what we are saying or the way we are saying it. My experiene is that I even get arrows fired at me when I am silent, as people make all sorts of wierd assumptions about what the silence means.
The constant barrage can be tiring and ways of dealing with that are useful:
1. Remember that it is not you that is being attacked - at worst it is your opinion and that is 'just' a mental construct, not any part of your core identity
2. Regard all comments as valuable feedback - they generally say as much about the other person as about you, so what can you learn from the interaction?
3. Remember that even the strongest warriors need a rest from time to time - take time out to listen or observe
Then get back in there and make a difference, nothing was ever changed by those who sit on their hands wishing for a quiet time!

Staff or stuff

Let's imagine your, averagely performing, school has just got a windfall of £50k revenue - guaranteed for the future. How do you spend it?

I am wondering if there is any reliable research about the relationship between what I will call 'staff or stuff'?

We could spend the money on staff, teaching or non-teaching, or we could buy some kit for the school. Which i smost likely to have the consequence of improved outcomes for our pupils? Would the answer be different if it were a one-off (employment law aside)?

Thoughts on a postcard please....

Health and Safety

For my sins, and recognising my 'previous' in the field, I am nominated H&S Governor for 'my' two schools. I have spend part of the day producing an aide memoire of topics that need to be picked up in my ongoing discussions with school staff in order that I can report to the FGB on how well the school is doing. If you want a copy then please email me.
I'm always cautious of H&S, one of my favourite jobs being that of "Elfin Terrorist" - those H&S people who try to use it as a frightener and want to stop you doing perfectly sensible things. They forget that risk in an implicit part of life and of managing H&S; it's about reducing risk to an acceptable level not eliminating it. (It seems that we are expected to produce a risk assessment for 'tripping over rocks on the beach' when we take our pupils to the seaside. Well, I have better things to do with my time, as do our staff. Next thing, we will have to think about the Hazard and Frequency for a seagull sh***iing on their heads - probably a greater hazard than rocks on the beach and it has certainly happened to me).
Anyway , the point of this rant is to encourage all concerned to get numerate about risk - whenever a hazard is identified you need to ask "How frequently does this hazard materialise?" and "What, specifically, will be the consequences when it does?" No more of this subjective High/Medium/Low, let's get numerate.

You cannot teach anyone anything!

You might know that I make a living in the field of 'personal development' - that means helping individuals, teams and organisations 'do better' by helping the people find out what really turns them on and then to get on with it! This seems to me to be so much like what we ought to be doing in schools - let's help pupils become intersted in learning, let's help them find what gives them a buzz and then fit the learning opportunities around that.
This may sound like heresy, but I don't believe that anyone can be taught anything; the best we can do is find oppoortunities for them to learn, the 'teacher' role is one of finding and creating suitable learning opportunities for everyone and then facilitating their learning.

Anyway, what prompted this post was a recent reading of The Four Agreements (Don Miguel Ruiz). I have these on the wall in my 'office' (well that's what the taxman thinks my garden shed is!):

Be impeccable with your word - Speak with integrity. Say only what you mean. Avoid using the word to speak against yourself or to gossip about others. Use the power of your word in the direction of truth and love.

Don’t take anything personally - Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won’t be the victim of needless suffering.

Don’t make assumptions - Find the courage to ask questions and to express what you really want. Communicate with others as clearly as you can to avoid misunderstandings, sadness and drama. With just this one agreement, you can completely transform your life.

Always do your best - Your best is going to change from moment to moment; it will be different when you are healthy as opposed to sick. Under any circumstance, simply do your best, and you will avoid self-judgment, self-abuse and regret.

In these changing and challenging times, these seem especially appropriate...