Want to make a quick start? Some of the following notions are simple but profound and
contrary to the 'dominant logic' and so they are not necessarily easy to
communicate - But when one gets through ... the results can be
spectacular, especially in the two key outcomes: success and
well-being. Try making these
you priority for the people you support:
At RPS, a school of 670 children with the highest pupil:teacher ratio in the state, we could still deploy 97% of all teacher hours to working directly with children. As Principal I taught 0.4 = 2 days per week.
Making it easier to do well is a powerful message that it is important to do well !!! Start by getting people to think about
2 Get 'managers' to work on the system with the help of the people in the system Jointly focus on the purposes and the process to achieve them. Make it easier for everyone to do well, viz, allow, support and encourage
The fundamental principle is to work WITH people, not ON people! cf. Testing is an attempt to work on the teachers not the system. If your standardised testing is like ours it usually labels the teachers and schools and fails to give them anything of value, certainly not anything that they could use.
3. Work on the basis of data
- measure what is
happening. DO NOT rely on 'phog': perception, hearsay, opinion or
5. Mine the counter measures for learning and resources. The plea is always for more resources: "To improve we need more resources". My response is that this claim would only be true if everything was working perfectly. Nothing is perfect therefore improvement is always possible. We need to find those points where improvement will make things easier so that we can release the resources that are currently being used.
Counter measures are rework (which means resources
were wasted at some point) disguised as good things to do.
Schools are full of rework:
We might need to contain a problem temporarily - that's urgent. But it is important to learn from the problems we encounter and work to eliminate them (or at least reduce their incidence) by preventing their occurrence - need for counter measures. As one of the teachers at RPS said to me (somewhat mystified) a couple of years after we got into quality "We don't seem to have many of the problems we used to have."
--> Moving On