CLRI Annual Report 2017

The Centre for Learning, Research & Innovation (CLRI) is a joint venture between The Geelong College, Deakin University and The Geelong College Foundation.

The Centre aims to provide people with the ability to affect beneficial change within their schools, institutions and organisations. We engage in research projects and create professional development opportunities, by recognising learning as an active, dynamic behaviour that emerges from interactions between the human brain and the social world.

Our 2017 Annual Report is now available.

Learn about what we accomplished in 2017 and our plans for the future.

Knowledge is Important

I teach a Year 8 interdisciplinary subject called F1 in Schools. Over the length of a semester, students have the opportunity to design a Formula 1 racing vehicle using Computer-Aided Design (CAD) software, engage in mathematical modelling, analyze computational fluid dynamics by using a virtual wind tunnel and then construct their design using both additive and subtractive manufacturing technologies. The program inspires students to learn about engineering, physics, aerodynamics, design, manufacturing, leadership, teamwork, media skills and project management, and then apply them in practical, creative and exciting ways.

I have written about this program before here.

Last Thursday I had the best class of the year and funnily enough, it had very little to do with F1. The students came into class talking about the movie Interstellar. I decided to gently engage the twenty-five boys in some questioning. This led to a discussion about philosophy and science and the difference between classical and modern physics. I introduced them to Newton’s main ideas and how we believed these to be universally true until Einstein came along. We spoke about Einstein’s theory of special relativity. I asked them to research the Twin Paradox. We discussed gravity, the law of addition of velocities, the speed of light, wave/particle duality, the difference between a scalar and a vector, and the nature of time and space. The students discussed the consequences of space travel, colonization of planets and the implications for our current notions of family.

Engagement was off the charts. I am talking about palpable energy as students furiously engaged in conversation and debate with each other, only pausing momentarily to ask me another question before having their minds blown as they discussed possibilities, scenarios and consequences with each other. We probably covered a semesters worth of university-level physics in fifty minutes. These are not your typical boys who are interested in science either. One boy asked if we could continue this conversation for the last few weeks instead of F1 in Schools. Three boys I walked past on my way to the common room were explaining special relativity to other students in the yard in a passionate and animated way. A group of five boys came back to me at the end of the day excitedly explaining to me that because it takes eight minutes for light to travel from the sun to the earth, that in fact, we were living in the past.

I could deviate in this way and engage students in this conversation because I had the pre-requisite knowledge and expertise to do so. But I also did this because I know the value of responding to student interest. A curriculum can never be something that you just pick up off the shelf and rigidly enforce or impose on kids. You need to be fluid and responsive, not set and rigid.

Knowledge is important. I believe in teachers having expertise. I believe in purposeful periods of direct instruction. I also believe in inquiry. Theories of learning should inform our pedagogy and a constructivist perspective most certainly develops a disposition of active inquiry through both a learning and teaching lens. Guiding students in developing a deep understanding through inquiry is an incredibly sophisticated and nuanced approach to teaching and one that can only be achieved by having access to stores of knowledge in specific domains.

Off to talk more Physics with the eager and inquiring young minds of tomorrow.

Pause and Reflect

Around this time each year, I pause and reflect on the goals that I set back in January. I have realized for the first time that I actually follow quite a predictable pattern. With different projects at various stages of development and implementation, plans and initiatives underway for the following year, recruitment and the constant flux of relationship management across the school, the weight of the year can tend to weigh heavily on your mind. You can fall into a trap of letting the small number of negatives outweigh the many positives.

As I review the goals I had set for myself, I realize that I have achieved far more than I even set out to achieve. Given that I usually set quite ambitious goals, this period of reflection is a chance to look back on what I have accomplished in the past twelve months and to give some much-needed self-congratulations.

I look back on the successes (and failures), the wins, the moments of learning and the significant areas of personal and professional progress. As I reflect, I ask myself what I would do differently given the opportunity. I do not dwell on it, however. I pause and savour the moment, and then move on.

Each year I collect some data to help inform my future directions. In 2015, I completed the Genos Emotional Intelligence (EI) 360 survey, the Seven Habits of Highly Successful People 360 survey and a self-assessment using Paul Browning’s rubric for assessing trust and transformational leadership practice. I also used this rubric in 2016 and 2017. I have scheduled a Genos EI 360 survey for February of 2018 and it will be interesting to see how I have progressed.

My goals this year were on three areas – Developing Relationships and Trust, Enhancing Learning Culture and Personal Development and are listed below.

Developing Relationships and Trust

  • Visit classes for thirty minutes every day
  • Attend morning tea daily rotating across the three schools
  • Timetable fortnightly meetings with key people
  • Spend time equally across the three schools
  • Empower the Leaders of Learning and build a cohesive team to lead the different priorities of the three schools
  • Embed the GROWTH model of coaching into my daily interactions with others
  • Ensure accountability by always having actions after each meeting or conversation
  • Ensure graduates are supported throughout the VIT full registration process
  • Seek ways to affirm and thank staff members, publicly and privately, every day

Enhancing Learning Culture

  • Continue to provide permission to innovate
  • Engage staff in a managed process for focused collaborative review and improvement using both our Vision for Learning and Rubicon Atlas
  • Streamline and improve professional learning administrative processes
  • Develop a leadership development program informed by a coaching way of being
  • Drive the Centre for Learning, Research & Innovation’s strategic priorities and vision of success (See CLRI strategic plan)
  • Implementation of a new LMS that supports ongoing assessment and reporting and pastoral and data tracking across the College
  • Support staff in further developing an understanding of a Reggio-inspired approach in the Junior School
  • Develop the year seven model of contemporary team teaching and learning
  • Examine VCE data and engage key staff in determining an improvement strategy
  • Lead an elective review at year nine
  • Enhance experiential learning opportunities
  • Continue to drive Digital Portfolio rollout strategy
  • Meeting structure review in conjunction with Heads of School and Leaders of Learning
  • Develop an improved process for the placement of pre-service teachers across the College.
  • Conduct twenty-four recorded video observations of teaching practice and engage staff in dialogue

Personal Development

  • Sit colloquium for PhD candidature and begin collecting data
  • Collect 50% of data for PhD
  • Gain Growth Coaching International Accreditation
  • Train for a base level of fitness for Nepal Trek in December
  • Spend more quality time with family

Whilst I am happy with the progress made in most of these areas this year, being visible remains the biggest challenge of having a multi-campus role. One strategy for being visible that I recently come across was a Principal who every morning writes and hand delivers birthday cards to every student and staff member. A big commitment but one that quickly becomes non-negotiable through community expectation.

What strategies do you use to remain visible?

Do you have a user manual?

Transparency about how we work and learn, our preferences, values, beliefs, likes and dislikes, ultimately shortens the learning curve for your colleagues by making explicit the things that often take many years to learn through trial and error. A critical and candid self-reflection via the creation of a user manual is one way to practice radical candour and transparent leadership. A user manual is not static; rather it is a living piece of writing that captures a moment in time and articulates that you will always be a work in progress.

Inspired by the work of Adam Bryant and Kim Scott, this self-reflective exercise can serve as a prompt in identifying specific areas for personal growth, or it could be an activity a leadership team performs together as a discussion starter on how to become a more effective team.

Bryant recommends asking yourself questions like,

“Which activities give me energy, and which deplete me? What are my unique abilities, and how do I maximize the time I spend expressing them? What do people misunderstand about me, and why?”

Here is my first attempt.

I used to wag finger painting in Kinder so I guess I have always been a bit rebellious.

I identify with the tenants of progressive education but believe that there is always a place to learn directly from the instruction of others.

Your teaching style matters less to me than your attitude and dispositions toward the profession.

I enjoy exercise. In fact, I need it. Often I will squeeze in a run or a gym session on my lunch break. I make this a priority by scheduling it into my day and find that I am 100% more productive in the afternoons if I do.

I am constantly reflecting and learning. I value doing over perfection. I do not always know what I am doing and sometimes lack confidence, but I accept that, and just let my bias toward action guide me. I am committed to continuous improvement.

I have a diverse range of interests and believe that one of the best things you can bring to the workplace is a multitude of various and varied life experiences.

I believe in giving people freedom to do what they do best and then support in whatever way I can.

Intellectual stimulation energizes me. I enjoy turning challenges into opportunities. I enjoy working with people who are open to ideas and can explore possibilities.

Saying ‘thank you’ goes a long way.

I do not have patience for over-analysis of non-important issues and sometimes being in a discussion about semantics frustrates me. I also dislike grandstanding. If you have an issue come and see me and we can work through it. Do not wait until a public forum to air your concerns or issues for the first time.

I am fiercely loyal but if my confidence is broken it is hard to repair. Be open and honest, communicate with me and treat people around you in a friendly and professional way. When communicating I like to get to the point. I also like others to do the same. Please don’t talk in riddles. Say what you mean. Be yourself. Challenge and disagree with me because I value this. But please be respectful.

Communicating face to face with me is preferred, but sometimes if you require a thoughtful and considered response, an email can also work. I appreciate people telling me what I need to know, not what you think I want to hear.

I’m often working on many different projects so appreciate help making sure all the details are covered, and flagging for me any that need my attention.

Have empathy for others, as you never know the struggles they are going through.

I value difference and believe in diversity. High functioning teams have a range of experiences, expertise, skillsets and mindsets.

I want every member of my team to feel valued and empowered. I want you to feel supported in your quest to be a better version of yourself, because I believe we can all be better. 

This is not exhaustive by any stretch and still needs a bit of work, but it is something I look forward to revising and revisiting regularly.

LMS Evaluation & Selection

We have the great fortune of having some talented developers on staff. Many of our ICT platforms over the years have been custom developed to suit our needs at any given time. However, the reality of this current landscape, whilst operational, utilizes many disparate systems that lack cohesiveness, integration and certainly timely access to student data profiles.

Our College ICT Strategic Plan outlines the provision of a secure and integrated student information system that provides access to student learning information throughout a student’s life at the school, including learning pathways, assessment, reporting and data on student wellbeing. A recent review led to the development of a strategic intent that supports the internal business drivers and demands from external influences, but also sees us aim to increase the knowledge we have of our students, to increase the level of communication between home and school and to gain efficiencies by reducing the overall complexity of our systems and processes.

This has meant us adopting a new Learning Management System (LMS) for 2018. Our LMS evaluation and selection process took place over a twelve-month period (yes you read that right) and involved five major steps: needs analysis, requirements definition, product evaluation, staff consultation and product selection.

The market is saturated with different products including Schoolbox, Canvas, Schoology, Edumate, Moodle & SEQTA. We have decided to go with SEQTA.

All staff across our College had the opportunity to view a demonstration of different platforms on multiple occasions. This followed by opportunities to provide feedback that has informed the process at different levels. Although this is a time consuming process, involving staff in the evaluation process results in them having greater ownership of the resulting decision. No matter how much you communicate and consult however, you will still have some staff who are critical of the process. Identifying and engaging with critical staff and having them involved right from the outset is something I would definitely advocate for those going down a similar path.

These platforms often promote conformity and tie you to a single way of doing things. This is problematic considering that my modus operandi is to promote bottom-up innovation and to encourage people to use the tools and resources that work best for them. That being said, I think there is a nice middle ground when an LMS provides a central repository for attendance, welfare, analytics & continuous reporting, but doesn’t require the use of the course creation modules.

For those going down a similar path I have included below a copy of our LMS Research Timeline and proposed implementation plan for our preferred platform SEQTA.

Reach out for a discussion if you are doing something similar.