Skip to main content

Leadership: How clear is your vision? A simple task.

photo (160)

I’ve been reflecting a lot about leadership recently.  One simple question that I would ask any leader is how clear your vision is.  A vision can be summed up in a logo and quite often a statement or motto.  The question is: does everyone know what the organisation stands for?

Over the past week, I’ve put a badge in the middle of some paper, together with motto, and asked staff and students to annotate the image with what it means to them.  They do this without collaboration.  I’m not going to share the actual badge and logo that I did this with, but here are some interesting observations:

  • Young people gave a more coherent response than adults.  Students views were similar to each other, but I wonder if this is still the ‘give the answer they want’ coming through;
  • Adult responses shared very coherence when the vision wasn’t clear;
  • There was little match between young people and adults.

This makes me reflect on the purpose of school badges and mottos.  They need to speak to the whole community and their significance needs to be shared widely, although they still need to be easily interpreted.  With Priory Geography there are a few features that I like to include on our clothing:

  • Our full names. I really don’t see the problem in young people knowing my first name – it’s what most people who respect me call me.
  • Often, our twitter handle will be included or replace the name to reflect the department looking outward and being about innovation.

Comments

Popular posts from this blog

High Impact, Low effort

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment i...

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...