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It’s been a while since this blog kicked off – 25 July 2019 to be precise when we published a post by Steve called, “Leave it At the Gate”. Every Friday of Term time since then we’ve pushed out some thoughts to people such as yourself somewhere in the multiverse.

Mid 2019 . . . that really was in another lifetime.

We made the decision to start The 40 Hour Project then because it had become clear that school leaders were under huge pressure to fulfil the role. What should have been an amazing career choice was often simply too hard under the expectations and workloads required. Even the very best, resilient, dedicated and experienced principals were often struggling. There had to be a better way.

So we decided to do some provoking, to mention possible ways of working that just weren’t widely accepted, to challenge some sacred cows and to accept that not everyone would be pleased.

.   .   .

Pre-pandemic, a lot of the discussion was around strategies and tactics for getting to the important work and doing it in ways that were sustainable. It was becoming clear to many that the common model of school leadership had become unhealthy. We’ve talked about some of the reasons before, including the complicated mess of separating a vocation from a job and other people’s mixed-up perceptions.

Regardless of the drivers for where we found ourselves, the reality was simple – if changes weren’t made, good people, doing important work, would continue to be hurt. So we talked about making time to get things done, prioritising personal health, recoiling from ‘busy’ and embracing ‘being professional’.¹

The conversation was eagerly picked up and the momentum gave a clear feeling of change either happening, or at least the possibility being considered.

And then the big disrupter appeared – Wuhan may have been first, but the rest of us caught up quickly.

.   .   .

Two and a half years later things are different.

Everyone has had to adjust and adapt and even our industrial aged education system has had to accept different.

The passionate people out near the edges of our system are working for change. Their calls are often based selflessly in quests for equity – for the children and young people we work with. They are challenging traditional curriculum delivery models and even the nature of education itself. And while our huge, ponderous education system is very hard to move, no one can deny the need.

However, stuck in between the shifting plates of the status quo, and possible new ways, are you, the leaders.

I believe this battle for the future has complicated and obscured some of the simpler messages of The 40 Hour Project. The damn virus itself makes it tough to build new habits when at any given time you, or other key people in your school, can be out of action.

But despite this, the need for change has never been greater. With plenty of experienced leaders stepping away from the role, there are an equal number of new leaders stepping up and that fact equals opportunity. The opportunity is now for those who are working with our newest leaders – their habits aren’t set . . . yet.

A very recent example that reinforces this point is the way people have reacted to an unprecedented action by the Ministry of Ed. All new principals were given a large sum of money to spend on themselves, to support their well-being. Strings unattached!! I know many of our American followers will find it very hard to believe a Government would do this, but trust me, for those of us in the New Zealand system, it is equally amazing.

This gift illustrates how experience builds expectation.

Those receiving the gift are surprised (and hopefully very happy) and from this point onwards in their careers will live with the possibility that sometimes someone in power will notice they are working damn hard under pressure and try to help.

Those more experienced have never seen such a thing and wonder if it is just some random anomaly probably never to be seen again. Years of not being noticed take their toll.

Regardless of your perspective, the fact is that it has happened and so for me represents the shifts that are possible and in this case tangible.

Someone far enough up the food chain in the Ministry has noticed that leaders are struggling and has convinced the money holders to act. I don’t think this would have happened pre-pandemic.

It is now our collective job to encourage this type of thinking, to shift it from an anomaly to a business-as-usual scenario where the system looks after the very people who have the biggest responsibility and the biggest impact – you.

Dave

¹ Professional = working in ways that are both effective and sustainable.

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Photo by Aren Nagulyan

It’s been another interesting week to be a 40 Hour Principal. And as usual, the challenge is partly around the doing, and partly around the mental load of juggling too many balls at the same time.

But there’s also another challenge that is becoming more and more evident in conversation with people both inside and outside of our day jobs – there’s a sense of ‘waiting’.

Danny Nicholls, in his guest post a couple of week ago, touched on the topic of the ‘inertia’ that is currently gripping many of us. As he put it, we are stuck and with that comes a real sense of waiting. Those with major disruption gripping their schools are waiting for it to be over. Those who haven’t reached that stage yet are waiting for it to start.

As an example, everywhere I go I’m hearing people verbalising some version of, “I just want to catch it and get it over with” (in reference to Covid). There’s a feeling that each of us is in a limbo of sorts until we have our turn (to get sick) with the implied upside being that life will get back to normal afterwards. Job done.

But, what if it doesn’t? What if this roller coaster goes for much longer?

From my own, non-expert perspective, it’s looking more likely by the day that this adventure we are part of is here for the longer haul. If I look at what is happening in countries that beat us to their virus peaks, getting sick (or at least testing positive), does not give people a ‘free pass’ to resume normal life. While the exact science is still unknown, the best our Government experts will give us is a 90 day warranty . . .

.   .   .

Waiting for our ‘turn’ certainly creates inertia. It can bog us down in a mental holding pattern that is limiting to both productive leadership and personal happiness. I can feel it in myself.

So what to do? I believe some of the answer is be found in how we choose to think about it. As we patently can’t control the virus, we need to focus on where we do have some control – our thinking.

If we park all the conflicting thoughts we have about this pandemic, just for a moment, and pretend that our new normal is that people, including ourselves, may periodically become unwell, what changes?

What mindset and approaches would you change if this were true?

For me, everything.

  • I would stop trying to manage staff absences through a combination of ninja like scheduling skills and crossed fingers.

Absences would be expected and either we would have more staffing capacity or different allocations of responsibilities. All classes would be accessible onsite and offsite.

  • We wouldn’t be talking about whether children have a fortnight’s learning activities accessible at home.

Children at home would engage with the same learning opportunities as children at school.

  • Communication with families would be completely different.

Because new systems had been setup and a new norm created, communication would be focused on the learning – not the fact that people might be temporarily isolating.

  • The shape and intention of our curriculum plans would be much different.

Curriculum would reflect the essential skills and competencies that students need to learn effectively both in a classroom and in a home.

  • Priorities for personal wellness would look different . . .

Maintaining the best health possible would become a key focus area – at least on a par with a school’s current ‘core’ subjects. The new school organisation would reflect that focus.

The list is endless really.

Our planning and thinking would have to stop being reactive and start being proactive. There are lots of clever people in education working on exactly this. For example, one topic that is being talked about a lot is ‘hybrid’ models of teaching where the whole curriculum delivery is set up to work regardless of whether a student is physically onsite or offsite. Much of the conversation has been about temporary arrangements, but an increasing amount is around a possible new normal.

The bottom line is that this current sense of waiting has to be challenged, because as a school leader it stops progress, and as a human it is exhausting. I’m not suggesting in any way that we can ignore the reality of what is happening in our schools, but I am suggesting that to start looking at some parts of what we are doing as long term, is potentially an energising and ‘freeing’ way to think. It shifts the feeling from  holding on and reacting, to one of possibility.

What do you think?

David

 

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When your team’s winning you don’t change the captain – even if they are an arse. When your school maths results are going up you don’t bring in a new system – even though some individuals are failing. When it’s Mothers’ Day you don’t suggest that chocolates are unhealthy – even though Mum . . .

If change is needed, success or failure often relies on timing. Particularly changes to things that have been around for a long time, because then you are dealing with the status quo.

However, a global pandemic is a game changer, it’s a crisis. And for those interested in change, it is huge opportunity.

.  .  .

A couple of weeks ago, Steve wrote about time and pace in the (then) locked down world and it really struck a chord with people both inside, and outside of, our game. (Check it out here if you missed it.) There was agreement that the conditions he described were real and good. He had put his finger on something that many others were thinking and feeling too.

It seems many of us recognised positive side effects of being in lockdown. Somewhat counter intuitively, there is an almost “wistful” recognition that what we’re experiencing is about to disappear.

Of course, there’s a scale of stress versus happiness that obviously drives our own viewpoint. We all had different experiences: kids or not, work requirements, what the local school expected, whether another person was with you, money security . . . there were as many variations as there were bubbles.

But despite these things, the “good bits” still managed to show through.

Amongst the stress and mess people noticed, and as we move closer to a lifting of restrictions, we can see aspects of life that are better than we had before.

And we want to keep them!

Lots of people agree – I asked our school community what they valued about the lockdown period and received this response. It neatly encapsulates the other replies I got and is written with honesty and a real sense of possibility –

Time to be bored! A very unfamiliar feeling for a lot of our family as life has just become so routine, busy and we find ourselves in automatic pilot. We ‘get through’ the week, so we can enjoy the weekends… a huge imbalance!

We have been reflecting on what we can do to slow life down a little bit during the week so that this isn’t the case. Do we need to work so much? We did not realise how much money we spend on unnecessary items and how this money would be better spent working less and spending it on time! Time is the most precious thing that we will value from this experience. It gave us the opportunity to get back to some old fashioned fun- creating new and creative ways to spend time together! Previously the thought was “where should we go?” – this has now changed.

When I hear my child say “I’m bored” I’m so grateful that he has the opportunity to be bored. So, so many valuable things learnt. My children valued the first time they got into the car because for once they didn’t have to bike or walk- this is a luxury! They were excited to receive mail, to see their teachers online, to do art, to play music- to play board games- those are all things I hope we will continue to enjoy as a family!”

So, for many of us, a question has started floating around in our heads; “how do I deal with my real-life obligations and retain the good bits of working/living from home?”

And the good bits seem, person to person, surprisingly consistent:

  • Time – to cook, to pause, to read, to get stuff done . . .
  • Connection with family
  • Connection with passion hobbies (your identity)
  • Exercise (maybe that’s about time as well?)

They all add up to a slower pace of life, – a sort of “hello the sixties, I wish I’d known you” type wistfulness.

It seems that working from home, or at least being at home more, gives us things that were so often absent in “the old normal”. And they are things that we will miss.

Unless .  .  .

Unless we choose to keep some of them.

.  .  .

I recently stumbled across a quote from Noah Kagan, a well-known entrepreneur, where he says, “ . . . for anything important, you don’t find time. It’s only real if it’s on the calendar.”

That’s truth right there. When you have a meeting with your leadership team, it’s on the calendar. When you want to see what is happening next week, you check the calendar. Meeting your appraiser? Yes, it’s on the calendar.

Have you considered putting some of the good bits of “working from home” on your calendar?

Because you could.

 

Dave