Student Centered Leadership: What does it mean?

What does student centered leadership mean?

Student centered leadership can mean many things. For myself I believe that student centered leadership looks like:

Self-directed learning
My goal for my Level 3 students this year to design a program where they drive what they want to do with their writing assessments. I am looking forward to working with Cynthia Orr (Team Solutions) who will help me put this program together. I believe that if the students find texts that they are interested in, their response to the text will be more genuine. Watch this space!

Learning needs of the students drive the learning objective
Teachers taking note of the student and their needs and adjusting their program to the need. I have spoken about this before, this is something I support and endorse.

Sharing of power in the classroom

We as educators can learn so much from our learners. This is something that I am interested in pursuing. There is so much value in what our students bring to the classroom and this can be utilized in way that will enrich the classroom experience for everyone involved. I am wanting to inquire in what has worked for our students who have achieved exploring what helped them succeed and how they applied this to their studies. 

Tom Webb states student centered leadership is "leadership that makes a difference to the equity and excellence of student outcomes". Education is a source of equity for our young people. If our focus is on making the learning needs the priority and encourage the sharing of power with our learners, our leadership will be one where it is not only leading from the front but from all areas. 

Student Centered Leadership: And so it continues....

Viviane Robinson states "The more leaders focus on their relationships, their work, and their learning on the core business of teaching and learning, the greater their influence on student outcomes."  As I read this I think about my role as an educator and how I want to be an effective leader. I believe that the core role of middle leaders is to lead the learning of the department. To translate teaching practice into other classrooms, to share knowledge that is effective for the learner and ultimately to influence the students and my colleagues.

In my previous posts I have explored the question 'what does student centered leadership look like?' I can conclude that there is not a specific answer for this. It is something the will continue to evolve and change, that is the beauty of it. It is all part of growing in learning, learning is growth, growth is important. In my inquiry I have also thought about 'what does effective teaching look like?' Is it result based? Data focused based? Classroom behavioral management? A few thoughts I have in answering these questions that do not necessarily answer the question but offer as ideas that have helped me understand what I am looking for.

• Effective teaching is collaboration - working with colleagues to building better outcomes for the learner. 
• Effective teaching is making the learner the most important person in the relationship. 
• Effective teaching is everyone (student and teacher) committed to being a learner. If everyone is learning then change is reinforced, it is building each other in the process. When you are committed to learning then everything evolves. 

Samoan Language Week 2019

The theme for Samoan Language Week 2019 is: 

Lalaga Le Si'osi'omaga mo se Lumana'i Manuia (Weave an environment for a better future)

Samoan Language Week was held on May 27th and finished on May 31st. It was a week that saw our young people pray, share, sing and perform celebrating the Samoan Language. Here are some highlights from our celebration week. 

Opening prayer and blessing for Samoan Language Week. Thank you Ms Lote-Fepuleai and Ms Apelu for leading our opening ceremony. Well done to our young people for your beautiful singing! [VC: Dorothy Apelu]

Ms Robertson sharing a Samoan proverb during staff briefing. Thank you Ms Robertson for sharing this proverb with us. [VC: Dorothy Apelu]

Samoan Language Week Assembly: National Anthem.

Samoan Language Week Assembly: Taualuga (Priscilla Endermann Y13)

Samoan Language Week Assembly: Boys item

Samoan Language Week: Mauluulu (Choreographed by May Sinafea and Magnolia Mara)

Thinking about my 'why'

We can get so caught up in what we do that we can often forget WHY we are doing what we are doing. I am in my tenth year of teaching and I know that during my registration years, reflecting on my purpose was a reoccurring theme. However since then I have not really spent time on figuring out what my 'why' is and what does my 'why' look like now.

Three questions that have been presented to me, encourage me to really think about my purpose and vision for myself and my students.

WHAT is your 'why'?
I genuinely enjoy seeing others succeed. This is a huge reason why I got into teaching. I felt that I was able to support and facilitate learning in the classroom. I was given an opportunity in my 6th form year at Rutherford College that would totally change my life and the pathway I wanted to pursue. I was asked to tutor the cultural group and at first I was against it, but with the support of my teachers I took the role on. Since then, I have really enjoyed working with young people and seeing them flourish. This is my why.

HOW are you planning to achieve your department goals?
I have the privilege of leading the English Department with my colleague Ms Amber George. We have a shared vision and mutual goal in that we want to see the children succeed in English. Our goal this year is to reduce the percentages of Not Achieved in English (Level 1). As we both have experience with pastoral care, we aim to implement a pastoral element in our approach with this goal. Where we will meet with students who are at risk, have the conversation, contact home and talk to their parents. We believe that student's success is built on the efforts of those around them, so we aim to capitalize on this. As our Level 1 and Level 2 classes are all blocked, where we teach both levels at the same time, we want to give our students the opportunity to choose which teacher they want to work with. We believe that our students know who they are comfortable with and who they feel will support them best. Our department are on board with this and believe that the students will choose which class is best for them.

WHAT impact would you want to have on your students?
The impact I would like to have on my students is to be respectful, to honor what you say you are going to do and commit to it, and finally to be confident in who they are. It is these very things that I have learnt in my teaching career that are really important in not only your time at school but also post secondary school. Regardless if my students pursue tertiary studies or work, being respectful, committed and confident are values that will enrich you in any area of your life.

Digging into the Data

When faced with a challenge I have often found myself being part of the 'problem' - regurgitating the issue or concern. With our student achievement data it is easy hone in on the issue without seeing the big picture. The big picture for me at this stage is still blurry however I am more concerned about finding or at least discussing what the solution could be to help support our young people.

As part of Teacher Only Day program, Mr Dunn has asked all HOD's to meet with their departments to look at the data of achievement to date, identify the students who are at risk and design a plan of attack to address the gap. This was a refreshing assignment. It was refreshing in that we focused less on the what is not happening and more on what is working. As mentioned in my previous post, I believe that success breeds success, so it is important that whilst the state of the data to date is not exactly great it is vital that we start to celebrate and reinforce what IS working in order to keep it going for our learners. We then started to discuss our approach to the students who are at risk and we think is best for our students. We spent time looking at our Level 1, 2 and 3 cohorts. Here is a breakdown of our findings for our Level 1 students: 

Digging into Achievement Data: Level 1 

What's working and why: Jumpstart Breaking down of assessment, one to one teaching, regular check ins, relationships with staff Use of Tracking Sheets (displayed on the board - using a Traffic Light system), Showing students exemplars from NZQA Student agency (some did both assessments) Continual feedback and comments and then unpacking why you gave the feedback so that the student understands.  Google doc feedback as a task (@studentname) One-to-one, face-to-face contact and  assistance Modelling paragraph writing structures Some of the students have their work done, sincerely working on the other assessment Other students are trying to put in some effort Teachers prepared to put in the work After school catch up classes - for those who attend Interim class conversations (growls) to put things into perspective Student choice/freedom  Co-Teaching.  Being on the same line and being able to support each other with behavior issues, class management, and problematic students.  HOD classroom visits. Awesome that they check in all the time to see how we all are and also to support behavior issues. Everyone doing the same standards. Completing 2 standards this term.  Education Perfect (NCEA standards) Accelerated programmer for students who meet credit protocol Postcards home acknowledging credit success We are a team who supports each other.

Common barriers: Attendance, Lack of motivation, behavior, Low Academic ability, Doing work for other subjects, Tired and TRYING to catch some zzZ’s in my class Off task, watching videos, playing games, misbehavior Procrastination, low self-belief, ingrained poor behaviors, bad student combinations, lack of self-management Students lack of motivation and off task behavior.

What will you try in term 2: Parent meetings with at risk students to discuss achievement concerns in English.  Aaron Wilson & Cynthia Orr Unfamiliar Text workshops with English Dept & Y11 cohort Reading strategies from Marc for poetry and Film Students at Risk of not Achieving: 29 students identified.  Try to have a one-on-one conversation with the students(if possible parents too)

Student Achievement Data: What to do?

New year, new responsibilities. 

I started 2019 thinking about my Year 10 Cohort and the journey that is before us. I was thinking about what I could do help support my Year 10 Cohort, what I could do help them bridge the gap from Junior school to Level 1. That was until the role of Co-HOD of the English Department was offered. A pleasant surprise, I have taken the role on whilst still the Dean of Year 10. I asked GOD to help me listen to what He wants me to do, to help me embrace new challenges. I have really enjoyed my growth in my leadership with pastoral as a Dean. I see this new opportunity as a tool to help me grow in my leadership academically. Plus I get the honor of leading this awesome department with my work bestie, Ms Amber George! 

In my new role as Co-HOD, I have been introduced to a new world of responsibilities. I never thought that Middle Management would be something I would be a part of, but I am here and it is happening and so far, I have learnt a lot already. On top of dealing with administration duties, budget, staff well being (I know that there is a list of things that I have barely scratched the surface!) Unpacking student achievement data has (and I am most certain) will continue to be a prominent fixture in this new area of academic leadership. I have always looked at data and the for the most part, stare at it and try and follow what my colleagues thinking. Much like then, now I am looking at the results of our recent NCEA Level 1, 2 and 3 student achievement data (2018) and I am trying to figure out what went wrong. I am trying to understand why the gap between the National Average for both All and Pacific/Maori achievement and our own data is huge. In my quest in trying to unpack 'what went wrong, what I could have done better' I have realized that this constant guilt fueled questioning is part of the problem. I need to change my mindset and look at this data with a focus finding realistic and effective solutions rather spending time on how bad the issue. I have come to 4 conclusions with this student achievement data that I hope to pursue, discuss and reflect on throughout the year. It is by no means the answer to the issue but is food for thought, something to help me deal with the frustrations I am having with understanding Student Achievement Data.

Changing the mindset: 

Achievement data highlights many things. If I (we) redirect our focus on what is wrong but instead look at what worked, what was successful and how this success was achieved, it changes the mindset. Which brings me to my next point. 

Success breeds success: 

As teachers, we often look at the gap in student's academic and pastoral life and always unpack on why this gap even exists. I know for myself, when I am looking at a student's academic profile I am always looking for the gap asking myself 'why is this here?' Just as important, if not more, student's academic success is a vital part of their story. I have to look at their academic data and start inquiring on why and how this happened. What was it about this particular subject or teacher that helped this student to achieve. If we spend time on looking at what worked and how this was effective, we can become more solutions focused. 

Student-strength focused learning:

Young people need a curriculum that reinforces and builds on their strengths. A curriculum that will strengthen what they are good at, like and value. In some cases, this type of student centered learning may not align with how core subjects are designed, but if we want better outcomes for our learners we need to at least START thinking about what is best for their learning needs. 

Big picture stuff: 

In looking at the data and reflecting on the students I have now, I have started to think about the big picture stuff. I believe that there needs to be a systematic change within our own curriculum program at Tamaki College. We need to start, if we have not already done so, to seriously look at programs that will work for our learners. The learning needs of our students, our young people should be drive the learning objective. Unfortunately things like time constraints with NCEA do not allow for the 'need' to take priority. What is more important? The learning need or the learning objective? 

Staying Connected

School vision:
Tamaki College is a vibrant engaged learning community, accepting challenges in the wairua of excellence, integrity, resilience and respect. 
Together we weave our talents, strengths and values to harness opportunities with commitment and innovation. 

Your values interact and impact your style.

Step up and speak up
Lead with the head - logic driven - you pioneer
Lead with the heart - emotion driven - you inspire

Stand back and observe
Lead with the head - logic driven - you excel
Lead with the heart - emotion driven - you empathize

Which one am I? I think that I fall into the second category - I stand back and observe. I like to study the situation, student, learning need - whatever it is - my style is to research first and then pursue what I need to. 'Lead with the heart' - I am driven by what I feel and I am inspired by.

In 2019 I will make a difference by being more focused on the needs of my students. Their learning needs and achievement will always be at the forefront. I want to ensure that their physical and mental well-being is nurtured just as much as their academic goals. What I have learnt from 2018 is that accolades, success - all of that - are blessings that we can enjoy and celebrate. However, the state of our mind - mental wellness - is an important part of our success. It needs to be nurtured, inspired, challenged, stretched and loved. I want this to be a part of my leadership, supporting the learning needs of the students and giving them a space to be encouraged and inspired.