The “Me” in Mentoring

I’ve written about getting to be a mentor and critical friend in my work with CORE Education previously. In this blogpost I thought I would reflect on what I’ve learned in about 18 months of doing this interesting, engaging and challenging mahi.

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My image, “Mentor”, Dec 17

Ironically, I’m going to start with myself. This is completely contradictory in the face of a mentoring relationship which is really all about the mentee. What I love about mentoring is getting to know another person and their context. It’s been a great antidote to the almost crippling imposter syndrome I face working with giants in the Aotearoa New Zealand education system at CORE Education.

When mentoring, there’s no way on earth I could possibly know everything (or, indeed, anything) about the areas of interest and focus of the mentee. Therefore, I release myself of this burden. I don’t have to be any kind of “expert” in their field. I need to be curious and willing to learn more. Given my love of learning, that part’s a snap.

The thing I find easy to get carried away with is the fact that I genuinely like the mentees I get to work with. This means that I can slip out of ‘mentor mode’ and slip into ‘casual conversation with a colleague mode’. I can find myself wanting to share stories of my practice, to tell them what I think they should do with the issue on the table, and to make it about me and what I know and can offer. I guess it’s like slipping into teacher mode in a way.

And when this happens, I’m no longer listening intently. I’m listening for a pause. I’m holding my story, my idea in my head so I can say it. I’m making the mentoring about me. This is definitely work in progress for me, but I reckon I’m improving on the “interrupty” front. I think my next step is to be purposeful in sharing stories. Perhaps to ask if sharing a story at this point might be useful. And to keep focusing on developing my active listening skills.

I have other things I’m wanting to focus on with improving my mentoring skills too. Recently my goal has been to ensure that we ‘telescope up’. Yes, right now we’re discussing this particular issue in this particular area of your practice, but what can you learn from this that might be transferable into other areas or other contexts?

In 2018, because I’m lucky enough to continue mentoring next year, I really want to improve on checking in. By this I mean asking: “Is this working for you?”, “How might I meet your needs better?” I want to build this in to help me reflect on my mentoring practice and not to get complacent that I’ve got this mentoring malarkey done. Because I haven’t. Not by a long shot.

So, actually, this post has been all about ME. But in a way, it’s about me learning to position myself differently than in a ‘normal’ conversation. Because in mentoring, it’s so not about me.


Modern Learning Curriculum

Over the past couple of months, I have been shadowing and participating in one of CORE Education’s online programmes: Modern Learning Curriculum. It’s been really interesting and I thought I’d just reflect a little on what I’ve learned.

Firstly, I enjoyed the opportunity to bring together some prior knowledge (and I want to do a shout out here particularly to the #edchatNZ MOOC that I did last year) with some more specifically New Zealand-context research and readings. I thought it was excellent the way that the course moved between global trends in education, for example the research coming from the OECD, and our Aotearoa New Zealand context using research from NZCER, as well as firm grounding in the New Zealand Curriculum and Education Review Office materials.

In terms of my own learning, I would say that I was prompted to think more about three things:

  1. Agency. Ah yes, this popular buzzword. Specifically, student agency. In a course entitled “Modern Learning Curriculum” there is going to be strong advocacy (and rightly so) towards a learner-centred curriculum that empowers student agency. I particularly liked Tim Gander on the idea of agency. This helped me to evolve my understanding of ‘agency’ beyond just ‘the power to act in one’s life’ to ‘the power to make choices that make a difference’.
  2. The crossover between learner-centredness, emotions, wellbeing, Universal Design for Learning and modern learning environments. If we accept that we cannot learn unless we feel safe and feel a sense of belonging, then this has huge implications for the design of our classrooms / learning environments before we even begin to think about what and how we teach. I could really end up channelling Hamlet here and getting stuck by the massiveness of the issues: paralysis by analysis.
  3. Assessment. I don’t think I’ve done nearly enough thinking about assessment. The word has become a bit ‘dirty’, perhaps not dissimilar to ‘data’. But we have to know we’re making a difference. Learners have to know where they’re at, and what their next steps are. And this requires assessment, otherwise how will we know what to keep doing, stop doing, or do better? This has offered me food for thought: assessment OF learning = teachers assessing students against goals and standards; assessment FOR learning = teachers using assessment to inform their teaching, and to offer feedback to students; assessment AS learning = students self-assessing and setting learning goals.

But what have I learned about curriculum? In many respects, I am potentially more confused about what constitutes ‘curriculum’ than I was at the beginning. But I don’t necessarily see this as a bad thing. Where does curriculum start and end? I’m not convinced there are firm boundaries around ‘curriculum’, ‘pedagogy’, ‘assessment’. But I do wonder if many schools stumble into their curriculum without deeply considering all the aspects that frame it. I’ve tried to capture some of these things here:

My image, curriculum, November 2018

We need to have open and robust conversations to set the parameters around our local curriculum, and we need to be deliberate in our choices.


Yesterday, I listened to this recording of retiring Dean of Education and Social Work at the University of Auckland, Graeme Aitken, in conversation with RNZ’s Kim Hill. While there are many interesting points raised, I’d like to respond with a story about why teaching is an awesome profession. So, here’s the pinnacle of my teaching career…

Ko Pironga te maunga. My photo.

Without meaning any disrespect to the schools that followed, my four years of teaching at Aquinas College in Tauranga remain the absolutely outstanding favourite of my career. It was a new school, had only been open for two years when I joined. I came in with the first cohort of Year 12s, and was their dean. I taught primarily English, but with a little bit of German on the side. Eventually I also became the Assistant Head of the Languages Faculty and the teacher trustee on the Board of Trustees. But this isn’t a story about any of that.

It’s a story of me and the next bunch of Year 12s I had the genuine privilege of being dean to. In my first year at Aquinas, I had two Year 10 English classes. The DP at the time told me that these kids were the best kids in the school. He wasn’t wrong. I felt instantly connected to these two classes – still couldn’t tell you which one was my fave for the year of the two – and, more broadly, loved the year group as a whole. So when I had the opportunity to be their dean two years later, I leapt at the chance.

Such neat young people. Kind, connected, fun, great sense of humour, interested in the world, with a real sense of community. Everything you could possibly want in a young adult. But they weren’t especially enamoured with one of their Maths teachers. There was a bit tension which I was called on at times to mediate. It can be a tricky road to hoe, sometimes, being a dean. You are an advocate for ‘your kids’, but you have a professional responsibility to support your teaching colleagues too.

So, when one of the best of the best kids of the year group came to fetch me from the middle of their Maths lessons, I knew it was serious. I had to act, and to act swiftly. Of course, none of the senior leaders was anywhere to be seen, so I was off. On my high horse. Riding to the rescue. I followed the young woman down the corridor towards… wait, this wasn’t in the direction of the Maths class…

I walked out of the front doors of the school towards the landscaped garden. In front of the large wooden cross (Catholic school, Aquinas College), the whole year group was gathered. I was thoroughly perplexed. What was going on?

The young woman I had been following, turned to me and presented me with a gift. An engraved silver cross: YR12 07.


I almost still don’t know what to say about that moment. Except that it still moves me to tears. This is why you go teaching. To make a difference. And if, very occasionally, that gets acknowledged, then you treasure it to your dying day.

Ahakoa he iti, he pounamu. Though it be small, it is greenstone – it is precious.

Thinking Conditionally

In this blogpost I seek to bring together my key learnings from participating in Lifehack’s Flourishing Fellowship 2017. I’d like to acknowledge my employers’ support (CORE Education) in attending this programme.

I’m not really sure why I applied to go on the Flourishing Fellowship. I saw it advertised on Twitter and actually thought it would be more relevant to a friend of mine, so I sent her the link. But it kept coming across my radar, so I sent myself the details and let it hang out in my inbox for a while. When the idea wouldn’t go away, I decided to apply even though I had no idea what it really was, nor how it might fit with me. I don’t have anything to do with youth wellbeing. But they mentioned design thinking, which is my jam. And learning about Te Ao Māori, which is something I’m seeking to grow in. So, why not?

I had a grand chat during my interview, and promptly got off the video call to realise that not once had I even mentioned ‘wellbeing’ which seemed to be the main thrust of the Fellowship. Ooops. Interviewing 101 fail. Somehow or other though, I got picked. So, three residential hui later, what have I learned?

Obviously I learned a heck of a lot more about what ‘wellbeing’ is. I would totally confess to having had a very one dimensional understanding of what this is: health. Okay, mental health and physical health, but health nonetheless. You can call it hauora if you like, but it’s solely in the realms of the Heath and PE Curriculum. Right? Even being exposed to the Five Ways to Wellbeing and Te Whare Tapa Whā didn’t especially shift my thinking.


Image source: Egmason, CC BY-SA 4.0

What is wellbeing? I came to realise that the clue was in the name of the Fellowship: flourishing. Thriving. For me, the key question of the three hui is this:

What conditions do we need to grow for young people to thrive?

And now I could see myself in this mahi.

An area of particular interest for me now is systems thinking, and it hinges on that word conditions. What are all the things that need to be in place: environmental, physical, cultural, societal (etc.) for young people in thrive, and in my context, thrive in schools?

This question has taken me to two places – and they are intertwined. The first is a question of how do we know what our system is doing?

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In the second hui Penny Hagen introduced us to a prototype of a framework which looks at mapping and mobilising conditions for youth wellbeing. The key questions are:

  • How are young people involved?
  • How do we learn and work together to offer best responses?
  • Do our environments show young people are valued and important?

I got very excited by the possibilities of this tool. For me, in the context of education, it is asking about the conditions for learner-centredness. For agency. And these must be crucial for youth wellbeing.

The second place the overarching question of the conditions we need to grow in order for young people to thrive is the knotty question of what we tend to call in schools “student voice”. What do young people tell us about their experiences of school and education? How do we ask them? What do we do in response to what they say?

One of my fellow Fellows offered this phrase: ‘Nothing about us without us’, which reminds me very strongly of the UN Convention on the Rights of the Child, Article 12: ‘Children have the right to have a say in matters that affect them’. And yet, do we really do this in schools? One of my colleagues pointed me to this article by Rachel Bolstad of NZCER: “From ‘student voice’ to ‘youth-adult partnership” in Set, 2011(1), pp. 31-33. In this article, she argues for a shift away from “student voice” towards “youth-adult partnership” which has the potential to be more transformative: to actively “[enlist] young people to help shift the ways schooling is done” (p. 31). For me, one way to do this is to move from designing for to designing with, which I’ve mentioned before here and here. I could go really big here and mention important things like equity and power-sharing, but I think you catch my drift.

And I can’t help but wonder if the New Zealand Curriculum (2007) doesn’t call for us to do this anyway. The same colleague who brought the Bolstad article to my attention has also left me pondering this: the vision of the NZC is a statement of wellbeing. So how might we create the conditions in which young people thrive and become confident, connected, actively involved, lifelong learners?


A random personal blogpost.

Sometimes, if you listen carefully, the universe speaks to you. Sometimes, it needs to shout at me to get my attention.

So I haven’t been very good at keeping the “peaceful optimism” I envisioned when my word for the year found me. But I have recently had some experiences which have nudged me back on track.

I have come to realise that stepping sideways out of the classroom has been a more profound decision to make than I anticipated. I badly underestimated how much of my identity is caught up with what I do. By this I mean that by stepping out of the classroom, I lost sense of what I’m good at, the things I like to do, the nature of my passion for education.

Luckily, the universe shouted.

Firstly, it was the final night of my Lifehack Flourishing Fellowship. We were having a kai and kōrero discussion. We were asked to choose a value from the various cards that were strewn on the floor. I saw a word I did not know, so, of course, I had to pick it up. The value was mōhiotanga: wisdom, enlightenment, sharing knowledge with others.

Secondly, on our final day of the Fellowship, each person anonymously wrote an affirmation for the others. They were packaged up for us to read privately at a later time. Here’s a selection of mine:

img_2799.jpgWithout prompting, nearly half of my affirmations made some comment about wisdom, intelligence, smarts, knowledge.

And then there’s this:


And suddenly I felt back in tune with myself. I had done this survey before. These strengths have not changed. I am a nerd, a cautious nerd, but a nerd nonetheless. I like to read and think and listen and question and discuss and teach. Staying true to these things and using them as reference points to help me make discerning choices will keep me in alignment with myself.


So I recently saw the film Arrival. I really enjoyed it. In case you’re not familiar with its basic premise: a bunch of weird huge pod-like structures have descended from a planet unknown in cities around the world and there’s a rush to figure out who these aliens are and what they want. Our heroine, a linguistics professor, works conscientiously to learn the aliens’ language in order to best understand their intentions. It’s a story of language, culture and time.

For me, it’s a ‘first contact’ metaphor and a reminder that language, worldview and culture are inextricably intertwined. That we cannot understand another people without knowing their language. And that language is not neutral. It conveys our values, beliefs and understandings about the way the world works. In the film, without giving away spoilers, the crucial understanding is about time. The film deliberately plays with the white, Western, belief that time is linear, to clever effects.

But it less about time that I’m thinking about here, and more the concept of how language imbues culture.

B. Navez CC BY-SA 3.0

I’ve been privileged recently to be on a writing team. The task has been to use plain English words to capture ideas that will help schools identify their strengths and weaknesses in a particular area. On this team has been two exceptional Māori educators, and they have, in a respectful yet insistent way, challenged me to consider my use of inclusive language.

You see, I intentionally used the word ‘school’ in the previous paragraph. Ordinarily, with the sincere desire to be inclusive, I would write ‘school/kura’ so that Māori medium learning environments would be captured. But ‘kura’ is not a synonym for ‘school’. A kura has its own way of being, its own processes and educational aspirations for its learners – its ākonga. And for me, this is the real challenge of living in a bicultural country that privileges Pākehā over Māori. With the very best of intentions, I adopt (co-opt?) Māori words and phrases into my lexicon, but without the understanding of the cultural concepts these kupu contain.

As we were working as a writing team, trying desperately to express abstract ideas in practical, functional English language, every now and then one of the Māori educators would say: “Vanilla!” as a reminder that we were using exclusive language that conveyed the assumption that how English medium schools operate are the way all educational environments work, and this is simply not the case. It’s been a real wake-up call for me.

Returning to my regular work, I was reviewing another piece of writing I was working on. Again, something intended for use by schools/kura. I had been very happy with how the work was progressing. As I looked at it again with fresh eyes, I heard my colleague in my head: “Vanilla!” I could see that what I had written was totally Pākehā-centric and that kura would not be able to ‘see’ themselves in it. I was excited by my self-realisation, but equally frustrated that I did not know how to un-vanilla my writing.

For now, though, I am pleased to have this new perspective and this reminder as a call to personal action. I have been wanting to increasing my knowledge of te reo Māori, but now I know I must. I cannot understand the Māori worldview without doing so. This is my own arrival.

Find your Tribe

Whew. In the insane flurry of last-minute jobs, stresses, emails, worries it’s been hard to find time to relish in the upcoming #edchatNZ conference. But then, an invitation to speak at the conference by our amazing founder Danielle Myburgh prompted me to remember what I’m so passionate about with the #edchatNZ community. And, really, it’s best summed up in this sketchnote by the artistic Sylvia Duckworth:


For me, the sound of the first #edchatNZ conference was a squeal of delight – delight in finally meeting the educators you had been connecting with for months, years even, on Twitter. The delight (and frankly, relief) of finding out that you’re not the only one with the crazy ideas that education should be different – and how you might go about invoking this transformation. The delight of meeting fellow edu-nerds and edu-heroes.

At that conference, the running metaphor was one of the ‘lone nut’ and the ‘first follower’. You’ll possibly recognise the phrases from this great TED talk. This time, we have a tribal theme. I get that there are connotations with the word “tribe” and that some aren’t necessarily comfortable with its choice. We have deliberately chosen this because of the sense of connection and community that #edchatNZ gives us.

And, of course, because we’re #edchatNZ, we want more than this. At the conference all attendees have been grouped diversely into “learning tribes”. We want to grow the sense of community into a force to be reckoned with. A grassroots (chalkface?!) community who is empowered and inspired and supported to start change now – not waiting for the government, politicians, policies and the stars to come into the exact right alignment.

Our learning tribes will be facilitated by trained mentors (thanks to the uChoose programme from CORE Education) who will respectfully prompt, probe and promote deep thinking and learning. Behind them sits a Tribal Council (no extinguishing of flames here) to support and coach the mentors. It’s all been purposefully crafted and shaped to maximise personal connections and collaborative learning.

So, fingers crossed! It turns out there’s a lot to relish about the next few days.

Reflecting on the edchatNZ MOOC


This is the reflection I wrote in Week 8 of the edchatNZ MOOC (Massive Open Online Course):

What I have been particularly struck by during this course is the idea of digger deeper before moving forward. The idea of unpacking the assumptions that we base our thinking on has been very interesting to me. In order to really understand our own ideas, and even the ideas of others, we must first understand the basis or the foundation of these ideas. Tentacle-like (without associated sinister undertones) these assumptions permeate all the other ideas that link to them. For example, if I believe that education is about empowering young people to take their place in the economy, then this will inform the kind of knowledge I believe is important, the kind of curriculum I think schools should offer, and a worry that automation will ‘steal’ jobs from humans. My belief in a strong economy filters through all of these other ideas too. Thinking about this has been an unexpectedly interesting thing from this MOOC. (Thanks Danielle!) Note: the thanks to Danielle, is Danielle Myburgh, founder of edchatNZ, and all-round eduhero of mine.

And yet, interestingly after 10 weeks of study, I haven’t really moved from where I started in terms of own belief about the purpose of education, or my vision about what a “future school” might be like. In the first week of the course, I said: “An education, to me, is about a whole person, and ultimately about empowering citizens.” And I couldn’t honestly say that I’ve changed this opinion one iota. Nor, as I mentioned, have I changed my vision of a “school” as a community learning hub – a vision strongly influenced by my reading of Keri Facer.

Does this mean I haven’t engaged deeply enough with the MOOC that I haven’t unpacked or challenges these assumptions of mine? Is this a reflection that I had already done some thinking in this space? Or…?

After spending a fair bit of time last year, while working at The Mind Lab by Unitec, thinking about technology and its oft-hailed “disruptive” qualities, I have become again more attuned to ideas of technology and its ability to affect us. For me, this takes the shape of a call to embracing the need for ethics, values, critical thinking, imagination – the stuff of a future curriculum?

I really enjoyed the work of Kieran Egan and thinking about why talking about education is so difficult. This gave me a framework I would like to explore further to think about the overlapping and conflicting ideas we hold about and expect from our schools. I would like to develop the ability to tune into the language people use and the conversations we become involved in to wonder from which model(s) people are operating.

‘Education’ and ‘school’ provoke an emotional reaction in us, one based on previous experiences – which is why we’re all “experts” in education. This MOOC has helped me to see that this is a function of how we have been socialised. I wonder if complexity theory can offer us a way to think outside of these systems even when we are a part of them? I also wonder how I might turn complexity theory “on myself” to explore and test my own thinking?

Studying with this MOOC, I have become even more obsessed with language and its connotations – how it can include and exclude; how it reveal underlying assumptions, values and beliefs – even with something as potentially as innocuous sounding as verbs like “work” and “learn”. And to beware the seductive follies of reductive thinking: those pesky false dichotomies, for example ‘knowledge’ versus ‘skills’. I much prefer an expansive model, one that says: ‘yes, and…’

In this same way, the MOOC has confirmed my belief (again, gleaned from Keri Facer) about the future as a narrative that we are active characters/participants/agents within. To me, this presents a vision of the future that is powerful and optimistic: our current choices have the capacity to shape our future.

And finally, I think we need to embrace the luxury of time:

  • To sit with ideas
  • To identify, unpack, challenge assumptions
  • To understand deeply
  • Slow down to hurry up
  • Not rushing to solutions
  • Gather data, research, hear multiple perspectives

My next steps are to reveal in learning more about complexity theory – prompted by this MOOC. I am currently reading and thoroughly enjoying Jennifer Garvey Berger and Keith Johnston’s Simple Habits for Complex Times (2015). So, again, thank you Danielle.

Re-focusing my UDL Lenses

Lately, I’ve been challenged to think more about Universal Design for Learning (UDL). I’ve been exposed to the framework previously, even using it to inform a professional learning session when I was the Future Learning Leader at Marsden. I thoroughly enjoyed Katie Novak’s presentation at ULearn in 2014. I was so impressed by the way she modelled UDL even given the constraints of a conference keynote speech. Lucky enough to be a CORE Education eFellow last year, Chrissie Butler, our local UDL guru, led us through a session on UDL which prompted me to think more about the kind of language we use to talk about individuals and groups within our schools, e.g. the “special needs” kids and their “teacher aides”.

So I believed I understood the ‘big picture’ behind UDL – that it’s about providing universal supports that work for everyone, the way automatic opening and closing doors do in the supermarket or shopping mall regardless of someone’s mobility.

Underpinning this idea are values that I am comfortable with: the notion of equity for one. That we are not all equal, but with the same right to access information and knowledge and learning. Therefore as teachers, we should provide ‘on ramps’ so that everyone can have access to the learning.

With my design thinking hat on, I easily get on board with the idea of knowing your learner as this is what being empathetic requires.

And when it came to the role of technology with UDL, it was clear to me that it was mostly about assistive technologies like text to speech functions, altering font size and colour. If I pushed the boat out a bit further I could see that digital technologies also had a role to play in offering choice: offering more ways to access information and more ways to demonstrate understanding of knowledge.

Yep. This UDL thing. I’ve got it down.

But then it was pointed out to me the underlying purpose of UDL.


  • Engagement: purposeful, motivated learners
  • Representation: resourceful, knowledgeable learners
  • Action and expression: strategic, goal-directed learners

Suddenly these reminded me of future-focused pedagogy goals. Self-managing learners. Curious, motivated, life-long learners. Oh.

And then I started to connect this to the OECD 7 Principles of Learning. Recognise these ideas?

  • Learner at the centre: “Learners are the central players in the environment and therefore activities centre on their cognition and growth.” “The environment aims to develop ‘self-regulated learners’” (p. 6)
  • Recognising individual differences: “The learning environment is acutely sensitive to the individual differences among the learners in it…” (p. 7)

With these new UDL lenses on, the role of digital technologies becomes greatly expanded. Much more than a learning support and a means to offer choice, but instead to ensure learning is:

  • Engaging
  • Motivating
  • Personalised
  • Collaborative
  • Connected to students’ passions
  • Matched to students’ needs and interests

And that learning is about:

  • Bringing who you are to the learning
  • Being responsible for your own learning
  • Becoming a more independent, self-managing learner: knowing what is being taught and why


I’ll be the first one to admit that I’ve still got a lot more thinking to do about this, but suddenly UDL makes a lot more sense to me. As always, there is a lot more behind a concept than a surface glance can give.

Adopting future-focused pedagogies means being learner-centred. In turn this means knowing your learners deeply. And UDL is a way to achieve this. It is not a separate framework, but a lens through which to view curriculum design and the role of digital technologies for learning. It isn’t a ‘bolt on’ addition, but a crucial ‘yes, and’.

This re-focusing also reinforces my belief in the power of language. If you choose to adopt a ‘buzz word’, or, as in this case, a buzz phrase like ‘learner-centred’, be prepared to really sit with it and unpack it deeply. There’s always a lot more than meets the eye.

‘Weighing a pig doesn’t make it grow faster’

Image Source

As a classroom teacher, and an English teacher at that, numbers are not my friends. Therefore I didn’t ever have a great attitude towards data or data-driven practices. My feeling about ‘data’ (which strictly equated to quantitative assessment scores in my mind) was that data entry was a bureaucratic process strongly associated with compliance and accountability.

Being good with ‘paperwork’ and a bit of a girly swot, I would dutifully enter assessment data as directed – usually around report writing time. If I accessed data, I would use it to group students (particularly for reading and spelling purposes). As a Head of Department, I would use data to reflect on which Achievement Standards to focus our teaching efforts on for the following year. And that was about my sum total of interaction with, and thinking about, data.

So it follows quite logically that I had a limited understanding of the school’s SMS (Student Management System). I could plug in assessment results and access behaviour and attendance records as needed. I rarely linked these three concepts: assessment, wellbeing, pastoral needs, in my head, let alone to consider how an SMS might help me to do this. So the SMS was rarely used in any meaningful way by me.

Fast-forward a year or so, and in my new role as an advisor for the Connected Learning Advisory I was asked to contribute to a Ministry of Education SMS initiative which ultimately saw us develop an online resource and deliver workshops for school leaders throughout New Zealand. This project was definitely going to challenge my personal knowledge and, frankly, my attitude towards using an SMS, but I’m always up for a challenge – especially when I get to collaborate with my brainy fellow CLA colleagues!

During the course of my reading and research, I discovered this quote by Timperley:

“…evidence related to students is something that informs teaching and learning, rather than being seen as a reflection of the capability of individual students that is most useful for sorting, labelling and credentialing.” Timperley (2010), p.2

Cue lightbulb moment.

You can use data to reflect on your own practice! Data not only shows me what my students have learned (or not) but how I have taught!

Oh. I had seriously missed the boat for about 15 years as a classroom teacher.

You approach data with an inquiry mindset. You seek to put a ‘face on the data’ (Sharratt and Fullan, 2012): to use data holistically to help tell the story of the learner who sits behind the numbers. These are ideas I can connect with: building empathy; immersing yourself in quantitative and qualitative data to understand the classroom context more. After all, these are design thinking attributes.

And this works strategically too – broader than the classroom, this data inquiry mindset can be used at a whole-school or even Community of Learning level. If we see data as the ‘canary in the coalmine’ we can recognise strengths and weaknesses which inform future initiatives and how to resource them (including professional learning). Data-driven practices are learner-focused for improved outcomes. Now that’s an equation I can get on board with!

So, no, weighing a pig won’t make it grow faster, but it might suggest how the farmer can improve their techniques to make fatter, happier pigs.